This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

The relationships between arithmetic, geometric, and harmonic means and the root mean square of two numbers are examined. The problem of generalizing these relationships to three variables is discussed. (SD)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Three worksheets explore perfect, deficient, abundant, and amicable numbers by attaching mystical connotations to numbers and their divisors. (JT)

Playing with number patterns can lead students to discover some divisibility tests. (JT)

A brief account of the controversial arrival of the use of the electronic calculator in schools and examinations in Scotland is given along with suggestions for future calculator usage. (MN)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

A study of a brain-damaged subject's impaired performance on tasks involving production of verbal numbers found that lexical errors occurred in spoken production but not in written production, while syntactic error occurred in both modes. (Author/CB)

Described are children's strategies in thinking about fraction order and equivalence. The data are based on two teaching experiments with fourth and fifth-grade children. Some sample activities for teaching order and equivalence are included. (RH)

Presented is a report on four 45-minute sessions with a group of 17-year-old students in Poland. Sessions were the first of a series organized with aim of exploring the possibilities of elaborating didactical situations that would help students overcome epistemological obstacles related to limits. Students' attitudes pertinent to the development…

Describes five learning activities for practice of number facts which will aid problems with computation in arithmetic instruction. Stresses importance of elementary students' ability to add, subtract, multiply, and divide, rather than rely on calculators and computers, for higher levels of math. (DST)

Two computer games, Guess and Rule, can be used to improve students' thinking strategies. BASIC and Logo programs are given for each game, and facts and additional references are included. (MNS)

Advocated is developing intuitive ideas of limits whenever the opportunity arises in elementary mathematics. Examples are given for geometry, fractions, sequences and series, areas, probability, graphing, and the golden section. (MNS)