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)

An account is given of the use of the calculator and Cuisenaire rods in examining decimals that result from the division of whole numbers. (MP)

Twenty-five games, suitable for use at various points in the elementary mathematics classroom, are described. (SD)

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)

A learning activity relating modular arithmetic to patterns of figures determined by points equally spaced around a circle is described. (SD)

Two students (aged 10) and a teacher described their exploratory approach to problems involved in sliding blocks games. (SD)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

Details are given about some activities designed to help students convey three-dimensional objects into two-dimensional representations by constructing and drawing buildings of blocks. (MP)

Patterns found in African art can be used in activities related to geometric concepts. (SD)

The use of apparatus in the teaching of mathematics seems to aid children in performance on tests of spatial ability. (SD)