Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)

If the principles of languages are applied to the learning of arithmetic, it appears that elementary grade pupils are being introduced to mathematical symbols at too early an age. (MP)

Advocated is the use of everyday games and situations instead of the traditional use of textbooks, workbooks, and worksheets. New goals and principles for the beginning arithmetic student are presented. Modifications of activities that promote the constructivist ideal are included. (KR)

Proposed is a gradual transition from arithmetic to the idea of an equation with variables in the elementary grades. Vertical and horizontal formats of open sentences, the instructional sequence, vocabulary, and levels of understanding are discussed in this article. (KR)

Describes the Agam program, a 36-unit curriculum program to introduce students to basic visual concepts and that applies visual abilities and visual thinking to learning tasks. Describes two units at the third grade level, "Ratio and Proportion" and "Numerical Intuition," and makes observations of the students' learning. (MDH)

Discusses various research findings aimed at helping teachers provide a classroom climate which leads students to develop better number sense. Focuses on number and symbol meaning, including number size, place value, and fractions, as well as computation and computational estimation. (MKR)

Presents activities employing LOGO to help create situations that enable students to make meaningful cognitive connections while exploring mathematical relationships. Activities explore the concepts of angles and rotations, progressing from off-line to on-line activities with suggested extensions. (MDH)

The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

The interpretations by first graders of mathematics illustrations designed to teach relationships between sets are reviewed. (MP)