Presents activities designed to be worked on by parents and children together, and describes experiences in using the activities in school and home settings. Reviews patterns and arithmetic. (MM)

Presents mathematical calculator activities used by students individually, in small groups, or as problems of the week. Suggests using calculators to enhance and stimulate student learning. (KHR)

Describes how the human body can be used to make sense of various number patterns and relationships. (YDS)

Demonstrates how students' power to recognize and express patterns and generality can be exploited in a variety of different ways that are connected to both arithmetic and algebra. Uses the Tunja sequence approach to teach multiplication of negative numbers and simplification of factors. (KHR)

Demonstrates how to extend student awareness of a common computational pattern into the realm of algebraic thinking through carefully selected, sequenced activities and guided discussion. (YDS)

Explores the number problem of writing an expression for each of the unit fractions using any digit exactly four times. Includes tables of expressions for unit fractions. (MKR)

Presents responses to the pattern problem that appeared in the November 1998 "Problem Solvers" section of this journal. (ASK)

Demonstrates how mathematics is a changing science through an in-depth look at the history of the development of logarithms. Serves as a reminder to continue to remember and appreciate the efforts and contributions of past mathematicians. (KHR)

Discusses the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Provides figures showing the arrays, including rows, diagonals, crosses, rhombi, angles, and squares. Lists seven references. (YP)

Describes an activity whose objectives are to encode and decode messages using linear functions and their inverses; to use modular arithmetic, including use of the reciprocal for simple equation solving; to analyze patterns and make and test conjectures; to communicate procedures and algorithms; and to use problem-solving strategies. (ASK)

Describes a credit-card-debt activity that allows students to increase their awareness of underlying mathematical concepts relevant to the world of commerce and personal finance through learning geometric and arithmetic sequences. (KHR)

Postulated here is the notion that the exploration of number patterns with calculators is a valuable mathematical learning activity that should be commenced in the primary grades. Various activities are presented that make use of the constant function key, which is available on many of the inexpensive four-function calculators. (JJK)

Presents two practice-discovery activities to furnish computational review in a nonroutine setting. Provides a worksheet for the activities. (YP)

Presented is a method of teaching adding and subtracting as an interrelated series of patterns using a number line. Examples of the use of this method as well as the materials necessary are discussed. Applications of the method to multiplication and division are given. (CW)

The ability of students to sort cards based on surface features and deep patterns is investigated. The effect of the presence of variables and what makes a pattern difficult or easy for students to recognize are discussed. Study revealed that students are unsuccessful at making connections between expressions, sentences, and sequences which share…