The author strongly questions the arbitrary and random usage of diverse experiences, labs, games and activities in the mathematics classroom. He urges that teachers not substitute these activities for carefully planned, sequential mathematics instruction. (CT)

This article suggests that the choice of instructional materials be guided by children's needs. (MM)

A class of preservice teachers was divided into teams to research geometry, measurement, probability, and statistics topics and ascertain ways each can be taught to children. Activities are set up so other students can work with them. References and materials are listed. (MNS)