A method for obtaining the least common multiple and the greatest common factor of a pair of numbers without using prime factorization is examined. (JT)

Many activities are described for teaching two fundamental concepts concerning one-half. These concepts are one-half of a number and one-half of the size. (JT)

Available from: Journal for Special Educators of the Mentally Retarded, 179 Sierra Vista Lane, Valley Cottage, New York 10989. Methods of teaching addition and number concepts to educable mentally retarded students through concrete objects, memory exercises, and clock arithmetic are discussed. (CL)

Preservice elementary teachers were given the task of showing a special case of the Pythagorean theorem by paper cutting. In the process they developed approximations to the square root of two. (SD)

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Several ways to present two theorems (concerning a square matrix and a property of prime numbers) are demonstrated. One way for each theorem is more stimulating, better setting the stage for the proofs. Several methods of presenting proofs are illustrated, with the outcomes considered from the learner's viewpoint. (MNS)

Discussed is the topic of least common multiple (LCM), a rationale for its importance, and suggestions for when and how to teach it. (RH)

Described is the development and implementation of a course on the history of irrational numbers for inservice mathematics teachers in Israel. Some of the materials included in the course are discussed. (RH)

Presents a variety of mathematics activities for students to solve. Sections are included on geometrical dissection, prime numbers, trigonometry, and number concepts. (RH)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Problems set in the real world help students see the relevance of mathematics. Topics that provide sources of real problems are discussed, with examples: mazes, packing, and networks. (MNS)

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

Three mathematical games which are developments of well-known games are described: Rummy, War, and Remembering. Seven packs of cards are illustrated. (MNS)

Two relevant applications of mathematics and computer science are presented: International Standard Book Numbers (ISBN) that appear in textbooks and universal product codes that appear on grocery products. A computer program is included. (MNS)