The construction and use of bean sticks, an easily produced and inexpensive manipulative material, is promoted. Activities and games designed to teach place value and related mathematical concepts are also presented. (MP)

Discusses the meaning of symmetry of the laws of physics and symmetry of the universe and the connection between symmetries and asymmetries of the laws of physics and those of the universe. An explanation of Hamilton's principle is offered. The material is suitable for informal discussions with students. (Author/SK)

A series of activities that focus on the process of measuring are presented. The material is designed to help children develop a concept of measurement by leading them through the processes used in establishing formal measurement systems over the centuries. (MP)

Several activities that can be used to give children more experience with triangles are submitted. By handling triangular shapes and building triangles with strips, pupils can experience a diversity of triangles in a very concrete way. Examination of triangles and nontriangles can help develop understandings of some inequalities. (MP)

Four teaching ideas are shared: a polar coordinate lesson geared towards seventh graders, geometry teaching aids for slower students, the use of pupil-named proofs in instruction, and examples of unifying "natural" connections between traditionally distinct mathematics topics. (MP)

The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)

Details of a course on mathematical modeling for graduate teachers of mathematics are presented. The rationale, objectives, course content, assessment methods are discussed along with several illustrative examples and difficulties encountered in finding appropriate problems. (MP)

Methods of instructing students in problem solving are suggested that get pupils to view mathematics as a tool. The author states students should look beyond the numerical answer to the other components and highlights areas of the mathematics curriculum that afford an opportunity to explore these many facets. (MP)

Four teaching ideas are discussed: a "giant" math problem designed to motivate students to use library sources, calculators, computers, and textbooks; a different way of finding fractional equivalents; a task-card project designed to encourage mathematics students to use libraries; and journal writing in a mathematics class. (MP)

A brief outline of instruction for one unit of informal geometry is covered. The problem solving unit described involves work with picture frames and includes many mathematical concepts. (MP)

Insight into children's ideas about selected equality sentences is provided through a series of interviews with six- and seven-year-old pupils. The evidence indicates that children consider equality as an operator rather than a relational symbol. (MP)

The author describes the areas in the kindergarten classroom--blocks, toys, cooking, games, job charts--which can be used in furthering a child's developing mathematical skills. (KC)

A collection of calculator activities designed for lower level mathematics students is presented. The calculator is viewed as a tool to provide unmotivated or unskilled pupils with the opportunity to explore mathematical ideas successfully. (MP)

Sixty-two students in an elementary education program for mathematics training as elementary teachers responded to a questionnaire that exhibited incorrect uses of the concept "set." The study revealed that the majority surveyed could not detect incorrect uses of the concept. (SK)

Several examples of games and enrichment activities designed to be used with calculators in an elementary school setting are presented. Some possible difficulties students may encounter while carrying out the activities are reviewed. (MP)