Two articles are provided that respond to the paper, "Is the Proof in the Practice" by Tony Barnard (Sep. 1989). Authors emphasize interesting, creative, and discovery-oriented mathematics instruction instead of memorizing. (YP)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

This article sketches the historical development of arithmetic and algebraic symbols. (SD)

This article examines the level of understanding by children (six- to seven-year-olds) of the addition and equality symbols. The article reports that about half of the subjects were unable to write the mathematical expression of simple addition while they were able to do it verbally. (YP)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

Suggests activities involving the use of indices. Provides five activities with examples for routine practice, pattern recognition, prediction, conjecture, generalization, factorization, and limit concept. (YP)

The aim of this article is to show some of the aspects of mathematics which lie within the arts, in particular the conflicts and emotions involved in the teaching and learning of mathematics. (PK)

This material contains 50 mathematical puzzles as a handy form for providing teachers a variety of puzzles. (YP)

This article discusses two of the reasons for the decline of formal Euclidean geometry in recent syllabi: (1) Traditional approach; and (2) Inherent difficulties. Suggested are some reasons and examples as to why the decline should be reversed. (YP)

Outlines a possible framework for allowing teachers to explore how children learn mathematics. A mathematical modelling process and three domains, including content, process and pragmatic domain, are described. Twelve strategies for encouraging children to translate between the domains are suggested. (YP)