Utilizes two interpretations for the positive and negative signs to demonstrate how multiplication and division involving negative numbers can be represented and their inverse nature illustrated. (RP)

Two inquiry-oriented lessons that involve students in numerous computations, but are also enjoyable mathematics activities, are described. Drill activities are camouflaged by the challenge of a game. (MP)

Discusses the positive results of incorporating two essential elements of learning--language patterns and visualization--found in Japanese classrooms into a first grade classroom in Minnesota. (Contains 12 references.) (Author/YDS)

Interrelationships between problem solving and number sense are discussed. Suggestions are given on helping children to search for a solution process and to reject unreasonable answers. The teacher's role in developing number-sense skills with problem-solving tasks is also discussed. (MNS)

Questions students raise about the meaning of zero to the zero power present an opportunity for mathematics teachers to involve students in active participation in exploring mathematical relationships. Calculators are the needed tool to make this exploration accessible to students. How they can be used is described. (MNS)

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)