Describes a second-grade classroom project to collect pennies to buy playground equipment. The unit combined practical, hands-on experiences and reflected six standards from the National Council of Teachers of Mathematics Curriculum Standards. (MKR)

Presents a problem of triangular tiles that involves counting and probability. Includes instructor guiding questions. (KHR)

Thirty students (ages 7 to 18) with moderate intellectual disabilities were interviewed individually and their counting skills and number concepts assessed. Results showed a significant difference among the three age groups on all number skills assessed, and learning patterns were similar to those of students with normal intelligence.…

Describes the role and function of the census and discusses census taking and decision making about "counting" from two perspectives: the Supreme Court decision in Wisconsin vs New York, and the Census Bureau's current plans for the year 2000. Concluding comments explore the lessons learned from the 1990 census and the effect on the 2000…

Describes how students can compute and estimate, mentally and rapidly, by using appropriate number relationships. (YDS)

Discusses zeroes at the ends of decimal fractions representing measurements or real-world applications of numbers including precision, variance, and classroom applications. (YDS)

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

This paper advocates the use of symbolic computation packages as another aid in teaching geometry. The need for such packages and their use in computerized proofs are demonstrated by a problem in high school planar geometry. (LZ)

It is shown that Bayesian algorithms are computationally simpler in frequency formats than in the probability formats used in previous research. Analysis of several thousand solutions to Bayesian problems showed that when information was presented in frequency formats, statistically naive participants derived up to 50% of inferences by Bayesian…

Twenty preschool children with specific language impairment (SLI) were compared to matched peers on counting abilities. SLI children demonstrated knowledge of rules associated with counting but exhibited marked difficulty in counting objects. They showed difficulty with rote counting, displayed a limited repertoire of number terms, miscounted…

Corrects an error in the calculation of the Kolmogorov-Smirnov (KS) statistic when it is used to empirically confirm or deny the generalized Lotka's law. Examples from the literature are given of both correct and incorrect uses of the KS test and Lotka equations with cumulative distribution functions (CDFs). (six references) (LRW)

Discusses the history of different methods of representing numbers and how these representations facilitated counting and computing devices such as the abacus. (MDH)

Found that, after extracting an arithmetic problem from a real situation and working out an answer, 6- to 12-year-olds with learning difficulties in math were unable to reapply the answer to the situation. Also found that the children, in a hypothetical situation, were unable to use token money, or to do calculations on paper or with an electronic…

Presents an analysis of young students' development of multiplication and division concepts based on a multimodal Structure of the Observed Learning Outcome (SOLO) model. Describes a SOLO developmental model for multiplication and division in terms of developing structure and associated counting and calculation strategies. Contains 48 references.…