Factors to be considered in setting up, administering, and evaluating a remedial mathematics program are covered. (MP)

Described is a four-month social studies unit allowing for the integration of mathematics and language arts in grade one. The unit focuses on the concept of shelter; mathematics emerges as the key investigative tool used to facilitate and broaden the children's view of where they and their classmates live. (MNS)

Describes the Agam program, a 36-unit curriculum program to introduce students to basic visual concepts and that applies visual abilities and visual thinking to learning tasks. Describes two units at the third grade level, "Ratio and Proportion" and "Numerical Intuition," and makes observations of the students' learning. (MDH)

Discusses how children's books can engage students in communicating mathematical ideas. Describes situations in which teachers use literature as a stimulus for thinking, listening, writing, speaking, and reading about mathematics. (12 references) (MDH)

Early experience with grouping objects is valuable for later understanding of and work with place value, division, and multiplication. Examples are drawn from the Developing Mathematical Processes Curriculum Project at the Wisconsin Research and Development Center for Cognitive Learning. (RS)

Presents the method of employing student-written playlets and a technique called "stage freeze" to help students identify appropriate operations during problem solving. Provides five sample playlets, a description of the method, and several beneficial results from using the method. (MDH)

Changes in the elementary school mathematics curriculum and instruction due to technological advances with calculators and computers are hypothesized. It is suggested that the secondary school curriculum will catch up in another decade. (MNS)

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

The rationale for proposed changes in school mathematics programs is discussed. Four significant factors which have contributed to the mechanical way in which students currently do mathematics are listed, with comments on why change is essential. (MNS)

Graphs are viewed as extremely useful tools in communication, which enable readers to see at a glance facts that might take several paragraphs to describe adequately. An ability to read graphs critically is seen to be an important objective for any elementary curriculum, and ways to introduce them are presented. (Author/MP)