The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)

Seven papers presented at a research conference on number and measurement are presented in this volume. The first paper provides an overview of research concerning number and measurement, and suggests directions for future research. The second paper discusses the relationships between measurement and number concepts, and psychological and…

Examples of topics and problems which demand Piaget's formal operational thought at an early stage in the secondary school are provided. (DT)

Discusses children's concept of number and number operations and describes activities which help to develop number concepts and skills. (JP)

Activities used in a British infant school are described, as well as methods for teaching mathematics to young children. The influence of the Nuffield Project on mathematics instruction is also discussed. (JP)

Suggestions for making number concepts and basic operations through counting with diagrams more meaningful are given. Discussions of specific instances with two children, ages 5 and 9, illustrate some ideas, inventions, and difficulties of children in this age range. (LS)

The objective of this study was to assess the ability of a previously prepared diagnostic test to detect the need for remediation in preschool children and then to assess the effectiveness of specially designed remedial materials. The subjects consisted of 47 boys and 25 girls from four private kindergartens in Nashville, Tennessee. All subjects…

The development of numeracy is discussed as being an important aspect of the learning process. (MP)

After a brief description of three Piagetian stages (pre-operational, transition to concrete operations, and concrete operations), the author identifies 12 key statements from Piaget's writings. These statements, together with related implications for teaching elementary school mathematics, methods of diagnosing stage acquisition, and examples are…

After a discussion on planning instruction, a series of activities designed to develop pre-number and number concepts are presented. Activities are arranged by difficulty within sections devoted to classifying, comparing, ordering, measuring, organizing data, distinguishing shape and size, recognizing patterns, number awareness, and counting. (SD)

This paper examines some of the manipulative aids used in elementary mathematics instruction from the point of view of the cognitive structures needed to understand them. The number line, measurement activities, models for place value, and models for fractions are discussed. (SD)

The teacher of mathematics or science must be aware of the concepts, facts, and generalizations of his field, of psychological principles of learning, and of teaching methods. Methods appropriate to the teaching of concepts differ from methods for teaching generalizations. (SD)

Twenty research reports related to mathematics education are abstracted and analyzed. Four of the reports deal with aspects of learning theory, ten with topics in mathematics instruction (problem solving, number concepts, number operations, and logic), two with teacher education, two with textbook development, one with testing, and one with goals…

The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)