A unit on programing is discussed in terms of limitations due to lack of hardware and benefits resulting from using a microcomputer in the classroom. (MP)

Described is a method of teaching mathematics using workcards. Detailed descriptions of materials used and of classroom organization are included. (MP)

Several activities are suggested in which children practice computation as a purposeful part of that activity. (DT)

The meaning of problem solving and investigations, what investigations are intended to achieve, the teacher's role, and how to introduce investigations in the curriculum are discussed. (MNS)

Suggestions for how teachers can use the programs in the Micro Primer Software Packs are given. While the reader needs to be familiar with the programs to make full use of the comments, some ideas concerning the interaction between child, computer, and teacher can be garnered. (MNS)

Presented are eight student worksheets of block problems. Included are diagrams of the squares and hollow squares involved and a separate answer sheet for the problems. (CW)

This individualized program has as its main components homework sheets, mastery tests, and progress sheets. (MP)

The focus is on providing an automatic way of varying the opponents and setting up a competitive framework that is easy to organize and manage. Eight techniques are discussed. (MNS)

The author advocates the use of questions whose relevance to the topic being studied as not immediately apparent, as a method of broadening students' facility and interest in their mathematics classes. (SD)

Work centered on open-ended problem solving was developed. Activities for students aged 14 focused on measurement of length are described, with problems on pygmies and giants. (MNS)

Three methods of proof are analyzed as a means of aiding teachers in presenting arguments for certain number concepts. These are: (1) proof by contradiction, (2) Venn diagrams, and (3) method of exhaustion. (MP)

Using children's verbal interactions to analyze their mathematical thinking ability is discussed. Suggestions are given for moving from a question-and-answer approach to using activities in which mathematics stimulates talk. (MNS)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

Flow diagrams developing cube roots and formulas for the square, sphere, cube, circle and sector, oblong, and cylinder are presented. Some comments on their use, along with calculators, are included. (MNS)

Lessons on using maps to look for a new home are described. Data collectd from a questionnaire were compared by the students. (MNS)