Discussed are possible lessons for teaching prime numbers, composite numbers, factoring, and fractions. (CT)

The three-year Australian study, Follow Through, measured the effects of direct instruction with 103 children (kindergarten or year one) of which 55 were Aboriginal. (DB)

Supports teachers in resolving problems of teaching long division. Discusses an approach focusing first on modeling the partition process with base-10 blocks and having students come to a conceptual understanding of the standard long division algorithm. Evaluation of the approach concluded that it helped students conquer the division concept. (ASK)

Explores different types of Bingo games in which students can work on mental arithmetic, solve equations, and recognize geometric shapes. (KHR)

Analyzes the arithmetized geometry from a semantical point of view and compares it with classical synthetic exposition of school geometry. Also analyzes the didactical use of one particular system of arithmetized geometry--namely Pogorelov's system--in the Greek Lyceum. Contains 33 references. (Author/JRH)

Describes an innovative method for teaching 5th grade students how to solve ratio and proportion word problems with understanding. Uses the multiplication table as a conceptual support. (YDS)

Presents an activity using a number grid to challenge second grade students' concepts related to counting change. (KHR)

Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)

Reviews the arguments for the value of practical number apparatus and examines the practical activities for which it is used to try to explain why the theoretical benefits do not seem to be translating into practice. (Author)

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Compares the approaches to teaching division in Britain and in Holland where different emphasis is placed on the development of mental and written methods. Describes how it is common for pupils in Britain to work from an early stage with pencil and paper rather than mentally whereas early emphasis is placed on mental strategies in Holland. (ASK)

Outlines some ways in which games such as board games, card games, trading games, or match the rule may be used to improve students' mathematical skills while maintaining a positive classroom atmosphere. (ASK)

This article presents a series of lessons in which grade 5/6 students use measurement activities to design and construct proportion dolls. This article highlights how measurement can connect learning about percents, decimals, and proportions. (Contains 5 figures.)