The authors discuss the evaluation of mathematics learning at four levels: associative learning, concept learning, principle learning and problem solving. (MM)

Teaching by learning activities is contrasted with teaching by objectives. Four types of learning activities are identified. (JT)

The author strongly questions the arbitrary and random usage of diverse experiences, labs, games and activities in the mathematics classroom. He urges that teachers not substitute these activities for carefully planned, sequential mathematics instruction. (CT)

A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)

Some procedures used for teaching a learning-disabled child are suggested as good teaching practices for the regular classroom. (MP)

Preschoolers were given instruction in the three set relations: (E) equivalence, (G) greater than, and (L) less than. Instructional sequence of the relations was the only independent variable. Posttest scores of the EGL sequence group were significantly better than those of the control groups. (RS)

The role of language in learning mathematics is discussed. A variety of philosophical essays and research findings are cited as the author argues for the importance of language as a tool for understanding and creativity in mathematics. (SD)

A game similar to the television game "Concentration" can be effectively used for drill on computation such as equivalence of fractions. (SD)

Children at many levels enjoy using spinners to explore probabilities and practice predicting, tabulating and graphing outcomes, and observing results. Directions for making spinners, descriptions of several activities, and sample worksheets are provided. (SD)