Calculators are seen to shift the student focus in problem-solving situations from "how to do it" to "what to do," by keeping computation from standing in the way when pupils write or solve problems. (MP)

A series of activities that focus on the process of measuring are presented. The material is designed to help children develop a concept of measurement by leading them through the processes used in establishing formal measurement systems over the centuries. (MP)

Activities that allow students to represent patterns concretely before showing the patterns in color on paper are presented. Three basic activities are described, with suggestions made for extensions that allow further pupil exploration of multiples. Student discovery of relationships not found by the teacher is expected. (MP)

The problems of using formalistic methods in the instruction of mathematics to elementary level children are discussed. Precision in mathematical language is not seen as a useful instructional tool, and functional modes of communication are stressed. (MP)

Presents seven scenes showing everyday classroom situations that give students the options of applying their own problem-solving strategies to solve everyday problems of life and enable them to experience mathematical power coming from self-initiated insights into mathematical concepts. (MDH)

Cooperative learning situations are described in which children work in small groups toward a mutual goal. When such groups should be used are included, with classroom examples. (MNS)

Alternative identification and instructional procedures are discussed. Instructors are warned against assuming an equivalence between the quantity of mathematical work a child demonstrates and the quality of that child's thinking. A need to integrate qualitative information is seen. Two types of activities for gifted pupils are detailed. (MP)

Several activities designed to help elementary level students learn how to read calendars are presented. Problem solving and experiential learning are stressed. (MP)

Use of manipulatives is neither a sufficient nor a necessary condition for meaningful learning. Provides some incidents in support of the argument. Lists 14 references. (YP)

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Presents three features of "Good" questions: requires students to do more than simply remember a strategy to answer; promotes student learning while answering the question; and have several acceptable answers. Considers how questions can be used to cater to the range of student abilities. (MDH)

A class of preservice teachers was divided into teams to research geometry, measurement, probability, and statistics topics and ascertain ways each can be taught to children. Activities are set up so other students can work with them. References and materials are listed. (MNS)

The instruction of probability and statistics is promoted as an area for exploration in elementary school. Activities are suggested that are designed to provide pupils with opportunities to learn desired concepts through informal, exploratory exercises. A total of eight different activities are suggested, with four each under probability and…

Research on the conceptual notions of fractions held by students at various levels of schooling is discussed. A method of approach to instructing students on fractions that seems to hold considerable promise is also covered in detail. (MP)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)