Teachers are urged to evaluate their use of questions in the classroom. It is felt that increased use of good questioning techniques will improve students' learning. (RS)

Describes a strategy in which mathematics is taught using a tournament format. Planning for a tournament, tournament rules, and procedures (with sample problems) are included. (JN)

A method of using a modified number line to illustrate concepts of addition, subtraction, multiplication, and division in a modular system is presented. (DT)

Two problems are presented that may be used to determine if a student's understanding of the area concept goes beyond manipulation of formulas. (MP)

Shows how to relate formal instruction to students' informal knowledge. Indicates that the approach (which is applicable across topics, ability, and age) may help children feel more in control of their work and feel better about themselves and mathematics. (JN)

Presents several suggestions for teaching problem-solving. They include: (1) using the "reduction" strategy (which permits students to solve problems involving a large number of cases or a very complex figure); (2) a problem for students in grades 4-8 to solve; and (3) ways of fostering a problem-solving climate. (JN)

Discusses techniques to help students in the primary grades discover geometric concepts for themselves, particularly the attributes of circles and polygons. Using examples from real-life situations is suggested. (JN)

A distinction is made between an algorithm and the justification for the algorithm. Examples of both are given for the operations with whole numbers. (DT)