Notes on divisibility using manipulative materials, cyclic groups of functions, Horner's method of synthetic division, arc lengths of cycloids and cardioids, number squares, and students' concepts of mathematics. (MM)

The experiences described here use the idea of movement along the number line to reinforce the student's concept of addition and subtraction of both whole numbers and fractions. Four student worksheets and teacher guides are included. (MM)

The author describes an experiment to compare performance of grade 1-3 children on the various types of open sentence associated with basic number facts, and suggests some explanations for the results obtained. (MM)

The author examines a well known number trick, in other number bases, and finds that equivalent results arise. (CT)

The study of number bases, facilitated by programing a microcomputer, helps students make mathematics discoveries. Several programs are given and discussed. (MNS)

A procedure for generating the "nth" term of figurate numbers is given. (MNS)

Four three-year-old girls were studied in seven sessions during a three-month period for their performance on rote and object counting tasks. Two exhibited behavior consistent with underlying stable-order and uniqueness principles. (MNS)

A card trick that can be explained and justified using first-year algebra is presented. It illustrates the power of mathematics to unmask seemingly complex situations. (MNS)

The lesson details an approach to teaching positive and negative numbers which uses number pairs and generates inverses that initially avoid any mention or use of negative signs. The material moves pupils from development of key concepts to the use of more standardized notation for number operations. (MP)

A series of problems is presented that (1) focus on certain kinds of numbers or (2) emphasize a specific concept of number theory. Several are appropriate for extensive investigation with a computer. (MNS)