A case is made for a comprehensive curriculum that includes strong competencies with not only number ideas and computation, but also with other mathematical topics such as geometry, statistics, probability, and estimation. (MP)

Preservice elementary teachers were given the task of showing a special case of the Pythagorean theorem by paper cutting. In the process they developed approximations to the square root of two. (SD)

The results in the first report on the mathematical abilities of 9- and 13-year-old students by the National Assessment of Educational Progress are summarized and interpreted. A similar report on secondary school mathematics students appears in SE 514 760. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results…

Homemade geostrips, "angle-fixers" (cardboard circular sectors) and brass fasteners can be used by students to explore properties of angles, triangles and other polygons. Several games and other activities are suggested. (SD)

Wooden cubes can be used with task cards and teacher-made materials to develop and reinforce learning of linear measurement, area and multiplication, volume and surface area. Students can use cubes to cover area and fill boxes; later they learn to make boxes to fit specified numbers of cubes. (SD)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

Presented are four activities (each accompanied by ready-to-duplicate worksheets) dealing with: colors and shapes (grades K-2); using a coordinate grid in map reading (grades 3-4); order pairs of whole numbers (grades 5-6); and locating ordered pairs of rational numbers in the coordinate plane (grades 7-8). (JN)

Presents a set of activities, in reproducible format, emphasizing geometry. The activities offer experiences in area measure, whole number and fractional computation, and problem solving in spatial relationships. (PK)

Discusses the use of games to learn mathematics both in the classroom and at home. Games promote nonroutine learning, cooperative learning, problem solving, communication, and reasoning. Included are store-bought games, games made specifically for educational purposes, and multicultural games. A table lists many common games and their uses. (JAF)