Illustrated is the mathematical analysis of a three-dimensional game using techniques from the calculus of finite differences. This game is an analog of the familiar two-dimensional game, Dots and Squares. (JP)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

Presented are ten problems for the mathematics laboratory in the intermediate grades, the children's reactions to the laboratory, and the authors' evaluation of it. (RP)

Before judging a student's diagram correct or incorrect, the mental associations made by the student between his diagram and the problem should be known. This is a follow-up to the author's article in the November 1970, Arithmetic Teacher." (RS)

The computer is used to explore some worthwhile mathematics in the secondary school classroom. The problems discussed center around Gauss' Existence Theorem for constructible regular polygons. (FL)

Work by Dutch and Belgian researchers on arithmetic problems involving addition and subtraction is reviewed, especially word problems. It is an attempt to synthesize the research on the relationship between instruction in the part-whole line diagram and the solution of problems. Both logical and psychological interpretations are discussed. (MNS)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Some activities with geoboards done by pupils aged 10 and 11 are first reported, followed by an analysis and development of extended mathematical ideas. (MNS)

Details are provided of a program on actuarial training developed at the State University of New York (SUNY) at Binghamton through the Department of Mathematical Sciences. An outline of its operation, including a few statistics on students in the program, is included. (MP)