Activities that are helpful for teachers and pupils alike in getting the feel for how big a million really is are suggested. (DT)

Reported are the findings of a study of over seven hundred fourth-, sixth-, and eighth-grade pupils' ability to understand division involving zero. Implications for the classroom are discussed, including suggested teaching strategies. (JP)

Presented is a historical treatment of computational devices that use counters on a checkerboard. The discussion includes works of John Napier, Walter Minto, and Nicholas Saunderson. (MP)

The use of the hundred chart is discussed as an effective means of teaching the concepts of least common multiple and greatest common factor. (MP)

A series of carefully planned activities is described for introducing first-grade students to place value with two-digit numerals. (JT)

This paper provides some guidance as to what to listen for to help students make sense of expressions in ways that connect to their ideas and honestly address the mathematics of rational numbers. It offers a reasonable initial answer to the question, "Where do students' ideas about fractions and ratios come from, and how can we work productively…

The objective of preschool teachers should be to determine the mathematical ability of preschool children and improve their skills using meaningful teaching methods through pictorial demonstration and manipulative models. Children who receive number concept instruction through hands-on play models, activities, and discussion show greater…

Numbers drill as an approach to the introduction of language instruction. (RS)

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)