This is the position statement of the National Council of Supervisors of Mathematics describing the essential mathematical competencies that citizens will need to begin adulthood in the twenty-first century. Twelve components of essential mathematics, the learning environment, technology, evaluation, and extension of the essentials are described.…

Discusses the implementation of a family math night. Describes three activities for the night: (1) graphing; (2) estimation; and (3) problem solving. Provides two references. (YP)

Outlines the "Project Hands-on Math" developed in Georgia. Describes the five objectives, developmental phases, implementation, and evaluation of the project. Lists concrete manipulative materials used in this project. (YP)

Answered are 14 typical questions about the "Curriculum and Evaluation Standards for School Mathematics." The questions are related to the definition, needs, meaning, focus, and impact of the standards. (YP)

Provides an overview of research relative to achievement in the area of similarity. Suggests activities which might improve student understanding of the concept. (PK)

The "Curriculum and Evaluation Standards for School Mathematics" furnishes many examples of how skills and concepts are built at the preceding levels, such as K-4, 5-8, or 9-12. This article illustrates the development of concepts and skills related to functions. Examples with diagrams are provided. (YP)

Describes how to teach the solving of multistep problems without recording the intermediate results. Stresses using calculators having memories and necessary functions. Provides activity worksheets. (YP)

Suggests a lesson which enables students to practice estimating the measures of angles and to become proficient in using both a protractor and a ruler. (PK)

Discusses games using number tablets. Describes general advantages of the games over using pencil and paper. Provides needs, skills, players, rules, and variations for eight games. (YP)

Discusses the differences between mathematical problem solving typically used in the classroom and problem solving that is a part of everyday situations out of school. Suggests some teaching methods to align classroom instruction with the real world. Seventeen references are listed. (YP)

Suggests that teachers use "warm-up" activities to introduce their lessons. Examples of 25 such activities are presented. All of the activities can be modified to meet the needs of particular students. (JN)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

Summarizes findings from research related to spatial abilities. Provided are suggestions for developing spatial abilities. Lists nine references. (YP)

Describes activities for developing pattern recognition and classification using worksheets. The objectives, directions, extensions, and bibliography are provided for each activity. (YP)