Research findings on children's understanding of fractions, gleaned from interviews, are briefly noted. (MNS)

A research study with first-grade pupils considered the effect of conservation and transitivity on learning the concept of measurement, and provided insights into the processes children use to solve measurement problems. The tasks, reactions, and implications for instruction are discussed. (MNS)

Recent research indicated that properly structured, meaningful counting activities can lead to improved performance in both number skills and logical operations. Suggested counting activities are then presented. (MNS)

Research problems related to developing programs for mathematically gifted students are identified and discussed. Identifying children who should participate in programs and developing activities for those selected are viewed as the two major areas of concern. (MP)

The focus is on how reasoning can be developed through the study of two-dimensional shapes, their properties, and the relationships among them. Research on children's understanding of geometric shapes is reviewed and activities to develop analyzing and classifying skills are given, with a bibliography included. (MNS)

Misconceptions that children exhibit about area concepts are identified. Diagnostic teaching suggestions are given. (JT)

Seven workbook-oriented programs and one activity-oriented program were surveyed, and 106 different mathematics concepts were identified for kindergarten mathematics programs. Specific programs presented 31-58 of the concepts. Sixteen projects are described with uses that cover 87 concepts. They are suggested as supplements to any program. (MP)

A survey of general mathematics students whose teachers were taking an inservice workshop revealed that they had not yet mastered division. More direct introduction of the standard division algorithm is favored in elementary grades, with instruction of transitional processes curtailed. Weaknesses in transitional algorithms appear to outweigh…

The author presented young children with reasoning problems. Summaries of performance on diverse problems are presented. (SD)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Discussed are number meaning and part-whole relationships concerning place value. Findings from a research study with students in grades two-five who were interviewed about place-value tasks are given. Stages of interpreting two-digit numbers are presented, with implications for the classroom. (MNS)

The performance of sixth and seventh graders on a variety of tasks involving estimation and reasonableness of results were studied. Also examined was the effect of a short unit of activities on these two topics. Correct answers approximately doubled after instruction. (MNS)