Four games that reinforce the concepts of place value and ordering numbers are described. (JT)

An approach is illustrated that introduces selected models of addition and subtraction to students who have previously learned a model for either operation. (JT)

A game for two teams employs dice, meter sticks, and Cuisenaire rods. The game gives practice in number facts, regrouping, and use of rods; it can also serve as an introduction to the metric system. (SD)

Games which use dominoes, dice, and playing cards to promote computational skill are described. (SD)

A mathematics teacher who avoided students' questions about zero, notes that children are able to interpret this concept and any system of numeration in a language that they have made up and can understand. (AM)

The informal arithmetic inventory, an informal diagnostic technique for use with elementary age students, indicates a child's specific weaknesses in arithmetic, such as inadequate concept development, poor computational skills, or inability to apply skills in a practical problem solving situation. (SBH)

Described is a multiplication unit for intermediate aged emotionally disturbed boys which used citizen band radio terms and a drawing of a road to record individual progress. (CL)

Reports on a study to determine the development of children's understanding of seven properties of the arithmetic mean and to assess the effects of material used in the testing and the medium of presentation. Some differences were found in children's reasoning. No significant differences were found for materials or medium of presentation. (PK)

An elementary school mathematics program can be structured to allow students to practice computational skills and also become familiar with concepts that need to be mastered in algebra. The activities described begin with students' life experiences, continue through concrete and pictorial experiences, and conclude with abstract activities and…

Described is a model for teaching improper fractions and mixed numbers and some activities for working with them at the precomputational level. (PK)

Eleven retarded children with mental ages (MA) less than 4.5 years were examined to evaluate whether there is a critical MA for learning basic counting principles and how an understanding of counting develops. Results are discussed in terms of individual needs. (MNS)

An activity project is described which encourages students to question and experiment. Appendices provide examples of student results. (MNS)

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

Three theorems for Pythagorean triples are presented, with discussion of how students can amend their ideas about such numbers. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)