An argument is given for providing children with visual images for number concepts that they can internalize and which can aid understanding of numbers and their relations. (MP)

The development of numeracy is discussed as being an important aspect of the learning process. (MP)

An analysis of the conceptual development of children between the ages of five and six. The interrelationship of such concepts a big, long, small, and short is discussed. (JLH)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

Insight into children's ideas about selected equality sentences is provided through a series of interviews with six- and seven-year-old pupils. The evidence indicates that children consider equality as an operator rather than a relational symbol. (MP)