Shows how to relate formal instruction to students' informal knowledge. Indicates that the approach (which is applicable across topics, ability, and age) may help children feel more in control of their work and feel better about themselves and mathematics. (JN)

Describes "The Adventures of Jasper Woodbury," a series of four problem-solving videodisc adventure stories designed for research purposes that provide students with open-ended problems based on real-world situations. Presents design principles, research results, the teacher's role, and technology issues related to the utilization of the…

The process of metrication is seen ultimately to require a grass-roots movement to change traditional behavior patterns. The creation of metric leaders is viewed as a tool for speeding the process of acceptance. A model for the design and execution of leader-training sessions is detailed. (MP)

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH)

The combination of dramatics with mathematics is promoted. The script of a play "Even Nothing is Something" is presented in full. The material is used to convey mathematical concepts through the use of plays and skits. It is noted that students who struggle with daily work sparkle in the plays. (MP)

A project designed to stimulate analytical reasoning skills in elementary school students is described, with a sample of the developed exercises. The materials were found to generate and maintain an enthusiastic response from the group of gifted eight-year-olds with which they were used. (MP)

Presents five small group tasks for upper elementary students to find arithmetic averages. Provides worksheets for each task. (YP)

Details of a Math Day held at an elementary school are presented. The day was developed because of a perceived need to provide pupils with experiences that would help them develop positive attitudes and view mathematics as more than just an isolated subject comprised of only computational skills. (MP)

Seven research conclusions concerning computers in elementary schools are presented. A summary conclusion suggests that researchers have been unable to detect improvement in mathematical skills, although some evidence suggests that students using computers acquire attributes related to success in mathematics. (PK)

Suggests that microcomputers permit even young children to investigate mathematical relationships and to solve problems. Activities, both on the computer and off the computer, are suggested. (PK)

Describes some square-number patterns that fourth-grade students and their teacher discovered. These discoveries began as students pushed wooden cubes together to make square arrangements. (JN)

Describes an activity intended to incorporate investigation into learning of mathematics. The example cited involved having fourth graders study perimeter and area of rectangles using Logo. The author suggests that what began as a simple exercise in investigating geometric concepts became an exciting exploration that touched on many topics. (PK)

Discussed are different aspects of interviewing that will help a teacher to learn weaknesses and strengths of students' mathematical thinking. Information learned from the students can have a dramatic effect on what is taught, when it is taught, how it is taught, and how a child's progress is evaluated. (RH)

Learning theories and evidence from research and classroom practice support use of manipulative materials to help children learn and understand mathematics. Well-chosen and properly used manipulatives enhance children's learning, generate interest, relieve boredom, and promote problem-solving and computational skills. (JN)