Mathematical concepts and experiences are recalled and organized in a flow chart format. The power of unifying ideas in mathematics often causes this sequence to be forgotten or assigned less importance than it should be. (SD)

Ways in which parents, the media and commercial educational materials contribute to the development of erroneous number concepts in pre-school children are identified. Cautions against these practices are suggested which include the use of more than one set of numerals for representing numbers. (JP)

Thirty-five students from all ability levels in the first and second year of secondary school were interviewed to determine their understanding of appropriate application of number operations. Results of the interviews are classified into five different levels of understanding. (DT)

The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)

Examples of topics and problems which demand Piaget's formal operational thought at an early stage in the secondary school are provided. (DT)

Preservice teachers observed the performance of primary children (age 8) doing a variety of concrete mathematical tasks. (SD)