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)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

An outline of practical experiences from which the concept of length measurement may be learned. (MM)