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

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)

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

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)

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)

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 importance of teaching students to communicate mathematically is discussed. Examined are ways to develop this skill. Activities and open-ended questions are included. The use of physical materials, cooperative groups, listening skills, and writing are stressed. (KR)

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