Presents concrete time-teaching models to teach about making connections to fractions and measurement in which students literally measure time by using Cuisenaire rods on a form of number line to discover the meaning of the language used to describe the passing of time. (ASK)

Discusses the role of conjectures in learning mathematics, how conjectures demonstrate mathematical power, and how conjectures build understanding and encourage connections. (ASK)

Describes the history of the World's Largest Mathematics Event and how it has been used by several classroom teachers. (ASK)

Presents responses to a problem appearing in the December, 1998 issue on the concept of determining all possibilities for colored and numbered wristbands for students. (ASK)

Presents a sequence of activities for teaching concepts of temperature and change of temperature, and linking these concepts to graphical thinking. Offers measurement and graphing activities that use temperature as a common theme for many grade levels. (ASK)

Explains how number work in elementary school can be extended to prepare students for algebra. Suggests some practical strategies that focus on five aspects of number knowledge essential for algebra learning. (ASK)

Describes how elementary school teachers demonstrated for themselves and their students how using simple drawings and visualization can improve problem-solving ability. (ASK)

Reports on rich mathematical activities that integrate different mathematics strands and learning. Describes how to introduce the task and the classroom setting, set up the task, and continue the investigation. Presents student work samples. (ASK)

Discusses how students construct their own understanding of mathematics as they discover and then learn it in class. Presents Krystal's method to subtract mixed numbers that her peers adopt and name for her. (ASK)

Discusses possible solutions for the problem of determining how many sandwiches were made with specific ingredients that appeared in the March 1998 issue of this journal. (ASK)

Focuses on subitizing, the ability to recognize small numbers of objects. Discusses when and how it develops and whether it should be taught. Contains 31 references. (ASK)

Considers teaching strategies to help children overcome misconceptions and difficulties with the mathematical concept of angles. (ASK)

Discusses the importance of communicating ideas in teaching any subject. Presents a story about an elementary-level mathematics lesson having to do with space and shape. Suggests that examining the assumptions held by teachers about the content of mathematics and how to communicate mathematics to students is very beneficial. (ASK)

The math trail embodies important goals such as drawing on student skills, exposing them to mathematics in the world around them, and enabling them to connect what they learn in the classroom with the real world. Presents an activity in which students discover the mathematical side of Boston on a day-long field trip. (ASK)

Explores the study of ordered pairs to allow students to demonstrate their own creativity, apply previously learned computer skills, evaluate their own work, and draw connections to other mathematical strands. Using a spreadsheet, students construct a drawing composed of connected ordered pairs, the inverse, and the negative of the drawing. (ASK)