The relation between mathematical and computational aspects of recursion are discussed and some examples analyzed. Definition, proof, and construction are considered, as well as their counterparts in computer languages (illustrated with Logo procedures). (MNS)

The game of Chomp is described; it provides an opportunity to build a mathematical system. Definitions, theorems, and proofs are included. (MNS)

Included are brief articles on a laboratory approach for teaching basic geometry, having students give examples, and trigonometry and design. (MNS)

Four activities with fractions are given, concerning recognizing halves, making equal sized pieces, completing the whole, and making congruent parts. Worksheets as well as teaching suggestions are included. (MNS)

Presents a list of Apple software that helps students develop specific skills through supplemental learning at home. Software, including program, manufacturer, grade level(s), and price, is provided for: writing; spelling; grammar; vocabulary; reading comprehension; computational mathematics; and mathematics concepts/applications. Also provides…

The principle of the permanence of the rules of calculation is contrasted with the concretization permanence principle. Both apply to situations where some arithmetical operation known to children for numbers of a certain kind is to be extended to include further numbers. (MNS)

Fraction strips are suggested as good conceptual models to focus on the meaning of fractions. Making the strips, beginning activities, connecting symbols, more concept activities, and working with two fractions are each illustrated. (MNS)

The use of Logo to develop mathematical concepts is advocated. Children's comments as they work with Logo are presented. (MNS)

The relationship between arithmetical concepts and solution methods is discussed. A case study illustrates the contention that some children with relatively sophisticated concepts express those concepts with primitive methods. (MNS)

The effects of a teaching program in probability devised for students in grades five to seven were analyzed. Most of the notions were too difficult for fifth graders; 60-70 percent of the sixth graders and 80-90 percent of the seventh graders were able to understand and use correctly most of the concepts. (MNS)

Discusses use of microcomputers to assist teachers in diagnosing student errors. Examines what can be diagnosed, whether diagnosis helps, what diagnosis programs can do, what goes into a diagnosis program, and how the programs can be used. Suggests that software be developed for this purpose. (JN)

Based on the numerous ways physical constants are used daily. A knowledge of the meaning of a constant is deemed necessary. Various studies done by elementary school children are presented. (EB)

Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…

This paper addresses the nature of child-initiated episodes of mathematical patterning prior to formal schooling. In a multi-site case study, children's engagement in mathematical patterning experiences was investigated as was the teachers' involvement and influence in these experiences. A conceptual framework was used to guide the examination of…

This pilot study determined some typical cognitive-motivational profiles of Finnish lower secondary students dealing with fractions and decimal numbers. Forty seven students from grades 7-9 participated in a number concept test, where also the motivational aspects, such as self-efficacy, certainty and tolerance were measured. Four distinctively…