Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

Contrasts nominal, cardinal, and ordinal uses of numbers with linguistic and historical examples. (MKR)

Presents an elementary physics problem, the solution of which illuminates physical meaning and its relation to real, imaginary, and complex mathematical quantities. (JRH)

The repeating cyclic fraction, 1/7, provides a plausible explanation for use of the number 71.428571 (71 and 3/7) in cosmology; for 22/7 as a value for pi; and for concepts of time and circle division related to breaths per minute. (Author/MKR)

Demonstrates some of the usefulness of number theory to students on the high school setting in four areas: Fibonacci numbers, Diophantine equations, continued fractions, and algorithms for computing pi. (ASK)

Presents an integrated mathematics and science activity in which students explore the concept of sampling on a soccer field. (ASK)

Discusses some surprising properties of the natural numbers set such as axioms for natural numbers and mathematical induction. (ASK)

Explores secondary school students' conceptions of division by zero. A substantial number of the participating secondary school students argued that division by zero results in a number, and concrete arguments were generally regarded as valid for justifying the impossibility of division by zero. (Contains 30 references.) (Author/ASK)

Presents an activity that engages children in thinking about the results of combining numbers. (ASK)

Reconsiders the article 'The .999999 Controversy' by Ronald Selby featured in the Spring 1999 issue which tracks the responses of high school classes to a sequence of six arguments offered to them that .999999=1. Discusses mathematical proofs and the proof of this particular question. (ASK)