The mathematics curriculum of the Fort Benton school system was designed with funds under Title III of the Elementary and Secondary Education Act to present all students with a basic knowledge of mathematics and to provide the gifted child with an opportunity to develop to the best of his ability the mathematical skills and theory demanded by a…

MIDDLE-CLASS, FIRST-GRADE STUDENTS (100) WERE TESTED INDIVIDUALLY ON 4 ITEMS OF CONCEPT OF ADDITION AND CONSERVATION OF NUMBER. THE TEST ITEMS WERE IDENTICAL EXCEPT FOR THE NUMBER OF OBJECTS INVOLVED. FOR EACH ITEM, TWO PILES OF CANDY WERE PLACED BEFORE EACH CHILD AND THEN MOVED TOGETHER. THE STUDY SHOWED NO MAJOR DIFFERENCE IN THE MEAN…

Pascal's triangle can be used as early as grades five and six to teach children to recognize mathematical patterns. Children can be guided to discover patterns or sequences of numbers if they begin with pictures or physical objects which they can manipulate and count. (Author/BB)

The introduction of prime numbers in the intermediate grades should be handled with care or the concept will appear arbitrary, artificial, and unreal to the pupils. The approach suggested here is in the form of a game-like activity. A knowledge of multiplication and factors is a prerequisite. (BB)

Three worksheets dealing with number triangles are given. Exercises are designed to lead students to discover number patterns within the triangles. (MP)

College students, in three experiments, learned to recite a counting pattern in the base three number system. Although all subjects learned to a criterion of two errorless trials, learning with different rule systems resulted in different levels of understanding and performance on transfer tasks. (GDC)

The psychology of learning is used to analyze learning difficulties of educationally sub-normal (severe) children. Implications for more effective teaching strategies in dealing with number concepts as well as general considerations are given. (MN)

Activities are described that reinforce knowledge of multiplication facts and also give students practice in making generalizations that improve problem-solving skills and provide a foundation for work with fractions. (MNS)

Reports on a study into first grade student's interpretations of the equals sign in different contexts. Argues that varying situations affect students' understanding of such arithmetic concepts, including the social interaction patterns in the classroom during arithmetic instruction. (TW)

Students are given a computational rule to follow for the first set of problems and must then discover the rule for the second set. Four worksheets for grades 1-8 are included. (MNS)

Suggests that good number sense is fundamental for success in estimation, approximation, and problem solving. Further, large-number concepts are appropriate for development in upper elementary school, high school, and beyond. Presents examples to enhance a sense of large numbers in middle and high school students. (PK)

Described are the rules and mathematical development of five games for teaching and practicing addition concepts. (PK)

Presented are six problems from diverse areas of mathematics that are appropriate for students of differing age and ability levels. (PK)

Presented are two sets of materials appropriate for exploring different aspects of shape. Ideas about sequences are considered. (PK)

The study examined basic counting competencies, difficulties, skill progressions, and variation among 36 moderately retarded and 64 mildly retarded students (ages 5-14). Quantitative and qualitative analyses indicated deficiencies in basic counting competencies and systematic oral- and object-counting errors. Striking individual differences in…