Presents activities to find Pythagorean triples using the TI-83, a graphing calculator. (KHR)

Discusses several solutions--correct and incorrect--for a "Food for Thought" problem from the May 2000 issue. Emphasizes the importance of proportional reasoning. (KHR)

This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions.…

Documents the experiences of two teachers and their kindergarten and first-grade students in working with calculators as an ongoing and integral component of their mathematical programs. Focuses on ways that the children and teachers use the calculator to develop ideas of number through explorations of numerals, counting, number magnitude, and…

Explores ways to help children make connections between whole-number multiplication and their notion of a fraction. Illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. (KHR)

A study of 1,848 Chinese children from birth through 6 years of age found that the ability of Chinese children in counting, counting backward, repeating digits, repeating reversed digits, and comparable activities was stronger than was indicated by the Stanford-Binet Scale and other data. (CB)

The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

It is argued that number sense develops through meaningful, purposeful activities involving calculating, measuring, and estimating. Understandings that must be developed with each are discussed. More emphasis needs to be placed on thinking about the various procedures that can be used to solve problems and on interpreting the answers. (MNS)

Suggestions for incorporating number sense into lesson warm-ups, lesson development, and practice exercises are provided. Ideas for developing a positive climate for thinking numerically are given. Then when, where, and how to develop number sense are discussed. (MNS)

Simple experiences with probability can extend third graders' understanding of the need for fractions. Three activities are given which build on language-arts experiences and incorporate concepts in multiplication, graphs, and fractions. (MNS)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)

The article relates the British PrIME (Primary Initiatives in Mathematical Education) Project to children with special educational needs doing mathematics. The project's main aim is to improve the mathematical understanding and teaching skills of primary teachers. Activities using calculators are described. (DB)

Presents an activity using base-10 blocks and the TI Explorer calculator to help fifth and sixth graders represent their ages in different numerical bases to appear older or younger than their real age. (MKR)

An algebra test administered to (n=18) first-year college students found a disregard for negative numbers, ineffective use of counterexamples, misapplication of rules, and a lack of a good grasp of relevant mathematical terminology. (12 references) (MKR)

Many students can calculate the arithmetic mean but do not understand the concept. The article presents four activities designed to help elementary and middle school students develop this concept. The activities presented assume previous exposure to the computational algorithm for the arithmetic mean. (Author/EK)