The historical development of the integers, the rationals, the reals, and the complex numbers is traced. (MK)

The purpose of this report is to make a tentative contribution to the knowledge of students' understanding of the significance of numerical information. The article relates to a study made by the author. (Author/MK)

Discusses a counting system and number operations. Suggests six distinct areas in a "number" subject: one-to-one correspondences; simple counting process; complicated counting process; addition and multiplication; algorithms for the operations; and the decimal system. (YP)

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

Some background information and guidelines on computer generation of random numbers is presented. Sections concern ways of generating random numbers and descriptions of statistical tests. (MNS)

Nine problem situations involving the use of random numbers are given. Topics include cooking, hunting, bacteria contamination, waiting lines, ransom walks, and branching. In addition to the problem situation, questions are suggested which can be used to extend the investigations. (LS)

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

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Presents examples of 3-by-3 and 4-by-4 magic squares. Proves that the numbers 1 to 10 can not be fitted to the intersections of a pentagram and that the sum of the 4 numbers on each line is always 22. (YP)

Discusses a primary teaching method for the concept of negative numbers. Describes some activities for teaching the concept. (YP)

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)

Patterns generated by the set of natural or counting numbers are discussed. Included are quartic, odd, square, and triangular numbers. (MK)

This article discusses the classroom use of discovery of number pattern. Provided are examples of a table of squares, multiplications of numbers, and algebraic expressions. (YP)