Calculators are seen to shift the student focus in problem-solving situations from "how to do it" to "what to do," by keeping computation from standing in the way when pupils write or solve problems. (MP)

Teaching by learning activities is contrasted with teaching by objectives. Four types of learning activities are identified. (JT)

A series of activities that focus on the process of measuring are presented. The material is designed to help children develop a concept of measurement by leading them through the processes used in establishing formal measurement systems over the centuries. (MP)

Activities that allow students to represent patterns concretely before showing the patterns in color on paper are presented. Three basic activities are described, with suggestions made for extensions that allow further pupil exploration of multiples. Student discovery of relationships not found by the teacher is expected. (MP)

The importance of teaching students to communicate mathematically is discussed. Examined are ways to develop this skill. Activities and open-ended questions are included. The use of physical materials, cooperative groups, listening skills, and writing are stressed. (KR)

Some procedures used for teaching a learning-disabled child are suggested as good teaching practices for the regular classroom. (MP)

Presents seven scenes showing everyday classroom situations that give students the options of applying their own problem-solving strategies to solve everyday problems of life and enable them to experience mathematical power coming from self-initiated insights into mathematical concepts. (MDH)

A game similar to the television game "Concentration" can be effectively used for drill on computation such as equivalence of fractions. (SD)

Discusses: (1) different types of learning (concepts, properties, facts, procedures, algorithms, skills, and problem solving); (2) types of learning behaviors; and (3) types of representational models, considering concreteness, meaningfulness, and manipulation (active manipulation, passive manipulation, and nonmanipulation). (JN)

Children at many levels enjoy using spinners to explore probabilities and practice predicting, tabulating and graphing outcomes, and observing results. Directions for making spinners, descriptions of several activities, and sample worksheets are provided. (SD)

Six different methods were used by students to solve the problem of finding the area of a given trapezoid. A seventh method used by textbooks is also discussed. (MP)

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)

Having students find and cut out of graph paper the 12 pentominoes can provide an enjoyable exercise in perception, discovery, and double checking. The pentominoes can then be used to illustrate informally several geometric concepts. (SD)

A number of paper-folding activities are described. The activities illustrate geometric concepts, theorems, and construction techniques. (SD)