Suggestions for what and how to teach topological ideas are presented. (DT)

Four algorithms for subtraction are described: borrow and pay back,'' equal additiions, shopkeepers' subtraction,'' and decomposition. (DT)

This discussion centers around the division process and suggests that the method of recording division might cause confusion. The role of fractional notation is discussed. (MP)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

Discusses the interpretation given to the multiplication symbol ("x") in elementary school textbooks, the meaning of multiplication, and how it should be introduced to children. Also considers several aspects of multiplication, including: (1) equal steps on a line; (2) the array; (3) equal groupings; and (4) allocation (rate). (JN)

Three work cards on measurement are presented. (MM)

The author suggests that slope be introduced as a topic independent of graphs, and that it be presented in a way that makes some sense of using a fraction to represent it. Many examples are included. (MNS)

References on calculators are provided for elementary school teachers. These references (grouped according to background reading, ideas for students and teachers, and child-ready material) include author(s), title, source, and a brief description. (JN)