Based on Piaget's theory that children acquire number concepts by constructing them from within, the authors conclude that teaching algorithms harms mathematics learning. A better approach is allowing them to construct their own logico-mathematical knowledge and invent their own efficient procedures. (JOW)

Describes a mathematics activity using square pads of notepaper and sticky notes to do simple paper folding in order to increase students' understanding of fractions. (ASK)

Discusses how teachers can infuse culture into the curriculum and develop students' competence and confidence by using ethnomathematics. Examines the mathematics of the Mayan civilization. Contains 22 references. (ASK)

Examines the concept of number sense in mathematics learning, compares this concept to that of phonological awareness in reading, and urges application of existing research to improving mathematics instruction for students with mathematical disabilities. Reviews research on building automaticity with basic facts, adjusting instruction to address…

Describes a fourth-grade class' exploration involving measurement of body parts that developed from a work of children's literature. (ASK)

Presents the general postage-stamp problem on Diophantine equations. Discusses ways to uncover all solutions to the problem. (ASK)

Presents a study in which a group of 25 undergraduate students was given seven whole- or decimal-number estimations and asked to determine the exact answer using a calculator programmed to give incorrect answers. Points out subjects' lack of confidence in their estimation skills as well as a reluctance to question calculator-produced results.…

Discusses problems related to teaching decimals and fractions and converting between these two representations. Provides problems and activities that teachers can use in their classrooms to overcome student difficulties related to these subjects. (ASK)

Presents responses to a division problem appearing in the September, 1998 "problem solvers" section of this journal. (ASK)

Examines ways in which teachers can develop children's abilities to mathematize their world by articulating mathematical problems in situations, then solving and discussing their solutions. Contains 11 references. (ASK)

Primary teachers should understand the nature of the real-number system and the relationships among its subsets. Presents results of a study in which preservice primary teachers (n=58) and first- and second-year mathematics students (n=47) completed a survey on the real-number system. Concludes that the second-year students were the best…

Traced developmental changes in automatic and intentional processing of Arabic numerals using numerical-Stroop paradigm in two studies. In numerical comparison task, found that congruent physical sizes facilitated and incongruent sizes interfered with numerical comparison at all ages relative to neutral control. In physical comparison task, found…

Describes the basic and exceptional calculation abilities of a calculating prodigy whose performances were investigated in single- and multi-digit number multiplication, numerical comparison, raising of powers, and short-term memory tasks. Shows how his highly efficient long-term memory storage and retrieval processes, knowledge of calculation…

Presents an activity in which students use computer-based spreadsheets to find out how much grain should be added to a chess board when a grain of rice is put on the first square, the amount is doubled for the next square, and the chess board is covered. (ASK)

Discusses overall mental computation achievement and limits discussion to strategies middle school students used when computing with whole numbers, decimals, and fractions. Suggests that the development of conceptual knowledge of numbers is an important prerequisite for the understanding of mental computation procedures. (Contains 31 references.)…