Discusses a counting system and number operations. Suggests six distinct areas in a "number" subject: one-to-one correspondences; simple counting process; complicated counting process; addition and multiplication; algorithms for the operations; and the decimal system. (YP)

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

Tests for divisibility in bases 2 through 10 are presented. Two strategies used by a group of fourth-year students are described. (MNS)

Modular arithmetic is used to find the frequency of Friday 13th's in any year. (MM)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

Mathematical concepts and experiences are recalled and organized in a flow chart format. The power of unifying ideas in mathematics often causes this sequence to be forgotten or assigned less importance than it should be. (SD)

Describes number strips, arrow diagrams, and grids for number operations. Provides diagrams for the activity materials. (YP)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Ways in which parents, the media and commercial educational materials contribute to the development of erroneous number concepts in pre-school children are identified. Cautions against these practices are suggested which include the use of more than one set of numerals for representing numbers. (JP)

Number bases other than ten can be introduced effectively by presenting fictional civilizations which use them. (SD)

Whole numbers written in spiral or triangular patterns with spaces occupied by prime numbers blocked in produces interesting visual patterns. Described is a game based on these patterns that may be played at many different levels. (JP)

Several examples of concrete applications of negative numbers are given. (MM)

Discusses a primary teaching method for the concept of negative numbers. Describes some activities for teaching the concept. (YP)

The author argues that with the adoption of the metric system of measurement, common fractions became inappropriate to the school mathematics curriculum. (SD)