A student noticed an interesting fact about the base two numerals for perfect numbers. Mathematical explanations for some questions are given. (MNS)

Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)

Examples are given of several compound games of strategy that involve mathematical theory and provide new bases for understanding and axiomatizing the concept of "number." (MN)

The history of Hawaiian number systems is examined, and answers to questions regarding Hawaiian number words, including their origin and factors that influenced their development, are covered. A brief guide for pronouncing Hawaiian words is also provided. (MP)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

Provides methods of teaching negative number operations, including addition, subtraction, and multiplication. Presents examples and activities for the operations. (YP)

Described is an activity in which students develop their own number system. This activity allow students to examine the structure and history of number systems and to discover the power and respectable efficiency of the number system used today. (KR)

This article gives two methods of resolving natural numbers into prime factors. Depending upon the number that is being resolved, one method may be better to use than the other. However, it is difficult to tell beforehand which is the better method to employ. Examples are given. (Author/MA)

Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

Tests for divisibility in bases 2 through 10 are presented. Two strategies used by a group of fourth-year students are described. (MNS)

Representation of integers in various bases is explored, with a proof. (MNS)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

Describes how the Phi number and the Fibonacci numbers are generated. Some activities to examine the existence of the Fibonacci series in nature and music are also presented. (HM)

Describes number strips, arrow diagrams, and grids for number operations. Provides diagrams for the activity materials. (YP)