Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation. Aim: To investigate Grade 7 learners' mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic. Setting: Data were…

This article highlights investigating intriguing number patterns utilising an emerging technology called the Square Tool. Mathematics teachers of grades K-12 will find the Square Tool useful in making connections and bridging the gap from the concrete to the abstract. Pattern recognition helps students discover various mathematical concepts. With…

Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. The QUASAR Project at the University of Pittsburgh presents prevalent cases of mathematics instruction drawn from their research of nearly 500 classroom lessons. The Mathematical Tasks…

The article describes use of the number line to teach special education students money skills. (CL)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

Examines students' understanding of the quantitative relationships, operations, and properties of relationships and operations that are introduced in arithmetic and beginning algebra courses. Develops alternative approaches to the teaching of structure such as the structural-to-computational model and the procedural-to-structural model. Concludes…

Numeracy may become a focus on the teaching and assessment of basic number skills. Such a focus on numeracy may de-emphasize the aim for numeracy, which is using mathematics in real contexts where the purpose of the activity is something other than just learning school mathematics. (Contains 11 references.) (ASK)

A teacher describes an activity designed to help children understand the number concepts of the basic addition facts with sums of 11 or greater. (CL)

Methods of handling a student's incorrect mathematical generalization are discussed. (DT)

Topics discussed are: triangular numbers; three proofs of the surface area of a sphere; reverse notation; highest common factors; square roots from a graph; and clock geometry. (MP)

A method for obtaining the least common multiple and the greatest common factor of a pair of numbers without using prime factorization is examined. (JT)

Available from: Journal for Special Educators of the Mentally Retarded, 179 Sierra Vista Lane, Valley Cottage, New York 10989. Methods of teaching addition and number concepts to educable mentally retarded students through concrete objects, memory exercises, and clock arithmetic are discussed. (CL)

A model for directed numbers, using a sentry moving along the number line, is described. (MNS)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

Some methods for teaching fractions are presented. (DT)