This article discusses the rationale for the classroom use of manipulative materials. Selection criteria are presented for the guidance of teachers, together with advice on how and how not to use the materials. (MM)

Fifteen answers are given by a third-grade class to the question, How can you find the answer for 7x8? The author concludes that a wide variety of experience is necessary to nurture children's wide diversity of learning capabilities. (Author/MP)

The purpose is to explore two beliefs related to students' attitudes toward mathematics. First, certain attitudes toward or beliefs about mathematics are thought to be important objectives of instruction. Second, positive attitude toward mathematics is thought to play an important role in causing students to learn mathematics. (RP)

The author taught one group using the traditional subtraction algorithm and one using an equal additions algorithm. Students in the latter group showed greater success than the former. (SD)

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)

Investigated was arithmetic achievement of fifth grade students under three treatments: immediate knowledge of results, immediate knowledge with token reinforcement, delayed (24 hours) knowledge with no reinforcement. Differences between treatment groups were not significant. (RS)

An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)