Developments in mathematics education tend to emphasize mathematics teaching with the help of activities that will allow the students to create these concepts rather than to make them memorize mathematical rules. The purpose of this study is to analyze the applicability of the application of multiplication with fingers developed by the researcher.…

We examine whether the array representation can support children's understanding and reasoning in multiplication. To begin, we define what we mean by understanding and reasoning. We adopt a "representational-reasoning" model of understanding, where understanding is seen as connections being made between mental representations of concepts, with…

The Omron Company produced a 30 page comic book designed to introduce children of elementary school age to electronic calculators in general and to teach them how to operate its Omron calculator. The book provides sample diagrams of and operating instructions for the machine and illustrates through the activities of its major characters the…

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

A restaurant menu is used to apply mathematics to real situations. A variety of mathematical problems, as well as applications to other content areas, is suggested. (JT)

A teacher describes a banking unit used in a sixth-grade mathematics class. Students learned the value of money by receiving a pretend paycheck for their chosen occupation and paying weekly, monthly, and annual bills. (MP)

Examples from almanacs are used to provide real-life problems that involve estimating, computing, and thinking. (MP)

A teacher-made mathematics kit with activity cards, worksheets, and record-keeping grids is described. A procedure for working with the students and the kit for reinforcing computational skills is outlined. (JT)

An appeal is made for a more formal treatment of the topics of estimation and reasonableness of answers in the school mathematics curriculum. (MP)

Problems in three contexts requiring the same computations were given to 34 students to test the hypothesis that students who could perform computations in mathematics problems were frequently unable to do them in other contexts. Results indicated that there were random (careless) errors in all contexts. (SD)

A study examined the effectiveness of an intervention program designed to promote numeracy skills in children with deafness by addressing additive composition, additive reasoning, multiplicative reasoning, and ratio and fractions. The 23 participants in the intervention performed significantly better than 65 controls on a mathematics achievement…

Describes ways of finding the answer to a problem for the possible sum of the three-digit numbers without using the same number repeatedly. Describes the classroom applications of the problem. Provides a computer program to obtain the solutions of the problem. (YP)

Provided are four activities focusing on the application of mathematics to real-world situations: (1) Baby Weight; (2) High Temperature; (3) Skin Weight; and (4) Whale Weight. Each activity contains the objective, directions, extensions, and answers with worksheet. The activities required include the skills of making charts and graphs. (YP)

This material is a supplement to existing mathematics programs for young learners. The activities presented are based on assumptions about the young problem solver which are difficult to address in standard mathematics texts. In these pages it is assumed that each learner brings to the problem-solving effort a very personal experience base and a…

The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)