An activity providing practice with whole number addition and subtraction, as well as enlarging on the idea of numeration systems, is described. (DT)

An activity which involves the drawing of geometric designs on familiar number arrangements (such as the addition and multiplication tables and the hundred chart) is used to help students discover patterns and at the same time maintain computation skills. (DT)

Activities that are helpful for teachers and pupils alike in getting the feel for how big a million really is are suggested. (DT)

A paper staircase drawn on a grid forms the basis for a discovery lesson in algebra. (DT)

A series of lessons concerning money and place value is described and instructional techniques are analyzed. (DT)

Ways in which elementary children can learn the concept of "zero" are described. (DT)

A method of using a diagram to investigate properties of fractions is described. (DT)

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)

Topics discussed are: triangular numbers; three proofs of the surface area of a sphere; reverse notation; highest common factors; square roots from a graph; and clock geometry. (MP)

Activities are described in which the calculator is used for extending students' knowledge of place value and of basic arithmetic operations. (DT)

The use of dice and dominoes in the classroom is discussed as leading from counting activities to pattern recognition and discovery learning. (MP)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Similar rectangles are the basis of a set of activities using newspaper. Topics arising include infinite series and Pythagorean theorem. (MP)

A classroom game is described in which students are asked to guess the rule relating a series of three given numbers. (DT)

Rule learning in mathematics among elementary school children is described. Samples of dialogue between experimenters and children are presented, and the concept of rule learning is described in relation to two subgroups, gifted children and "regular" ones. (MP)