Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)

If the principles of languages are applied to the learning of arithmetic, it appears that elementary grade pupils are being introduced to mathematical symbols at too early an age. (MP)

Three examples of teacher and student exchanges in mathematics classes are presented which typify the qualitative difference between children's thinking and adult's thinking. The cases explored also illustrate differences caused by cultural factors. (JP)

Advocated is the use of everyday games and situations instead of the traditional use of textbooks, workbooks, and worksheets. New goals and principles for the beginning arithmetic student are presented. Modifications of activities that promote the constructivist ideal are included. (KR)

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Presents activities employing LOGO to help create situations that enable students to make meaningful cognitive connections while exploring mathematical relationships. Activities explore the concepts of angles and rotations, progressing from off-line to on-line activities with suggested extensions. (MDH)

Describes the use and rationale of "Silent Teaching," a teaching technique in which the teacher remains silent as students generate and evaluate hypotheses while trying to understand an as-yet undiscovered concept. (MDH)

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Presents a 6-day unit for grades 2-4 to enable students to understand the concept of time and how the analog clock works. Using concrete materials and cooperative learning, the unit presents cognitive, affective, and psychomotor objectives and activities for each lesson. (MDH)

The use of clocks in instruction in the elementary school classroom is reviewed. The use of nonstandard units of measure and conceptualizing the idea of time duration are two of the areas investigated. (MP)

Some geometric activities are described that teachers can use to give their students experiences that will influence their spatial abilities. It is noted that the goal is to improve spatial abilities, not to increase knowledge, so individual pupil responses should not be used to judge student achievement. (MP)

Presents activities that have been used successfully in leading students from concrete experiences through pictorial and symbolic representations of important numeration concepts and patterns, including place value, multiples, and rounding. Each activity includes concept or skill fostered, list of materials needed, recommended grade level, and…

Described is a strategy that shows students how one mathematical concept can be connected to another. The emphasis is on both process and product and can lead to creating a learning environment where students do mathematics as mathematicians do. (KR)