The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)

When 106 second-grade children were tested for simple computation ability in various conditions of induced physical exertion (no exertion v 20, 30, 40, or 50 minutes of activity), significantly higher scores were observed after the 50-minute treatment, and no significant differences were noted between male and female scores. (Author/RL)

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

Suggestions are given for teaching function notation, fractional calculations on a calculator, division to relucant learners, and a probability problem. (MK)

Some materials are examined which try to cultivate skills and concepts such as estimation, approximation, significant digits, place value, and repeating decimals. Also discussed are repercussions and longer term implications on the use of minicalculators. (MP)

Students of the Problem-Solving Project Group report on the results of a two-year study of how they solve problems. (BB)

Solutions to difficult equations are illustrated with numerical techniques that can be used easily on calculators. Flowcharts and programs for computers and calculators are included. (MP)

Four categories of abuses are discussed: calculations, games and puzzles; mystical button pushing; and checking answers. Useful activities are illustrated for the categories of calculations, patterns, exploration, applications, and new content. (MP)

Some patterns resulting from certain operations on numbers are discussed, analyzed, and explained. A method for predicting the outcome of these operations for any number is developed.

Examples are presented of the use of the direct product in chemical group theory. (BB)

The possible subtle influence of calculators in the routine evaluation of the arithmetical proficiency of students is noted. The authors show with statistical interpretation the results of a study conducted on a class of 71 first-year professional pharmacy students taking a two-credit hour pharmaceutical calculations course. (LBH)

This study examined problem solving and number-fact skills in two subgroups of third graders, those (n=12) with difficulties only in mathematics (MD-specific) and those (n=12) with difficulties in both reading and mathematics (MD-general). On both story and number-fact problems, the MD-general group performed worse than nonimpaired students,…

Presents three methods invented by fourth graders for obtaining the arithmetic mean. This presentation is in support of the idea that encouraging children to invent their own mathematical processes is a good way for them to clarify the idea of representativeness and consequently the teacher can facilitate the students' construction of higher…

Presents two examples of using the limitations of calculators to help students understand important mathematical ideas. The first example shows how a simple algebraic calculation can make a recursive model work long enough to perform the job at hand while the second shows how the limitations of a calculator can be used to introduce the need for…

Explores the concept of partitive division in a 4th grade class. Uses students' concrete and pictorial representations to examine the mathematics in a story. (KHR)