Ways to use styrofoam egg cartons and plastic eggs to enhance mathematics instruction are detailed. These materials are viewed as inexpensive, colorful, and easy to obtain. Suggestions for using them to teach concepts related to whole numbers and fractions are provided. (MP)

Activities designed for use with middle-school students to help them discover intriguing number patterns and practice their arithmetic skills with fractions are presented. It is felt that work with repeating number patterns should be both fun and instructive for middle-school and prealgebra students at all development levels. (MP)

Several studies are presented which deal with more/less from a positive perspective based on what children can do, in the hope that results might be helpful to primary school teachers and to teacher educators who work with them. It is felt teacher awareness may help instructors. (MP)

Pattern recognition is viewed as a fundamental cognitive skill that lays the groundwork for the ability to form abstractions and generalizations. Incorporating patterning into the curriculum of young children is encouraged. (MP)

Student exploration at a secondary school level of fraction relationships using special graphs is described. (MP)

The use of the term "problem solving" as a goal for the organization of mathematics instruction is criticized as an ambiguous slogan that is building a false bandwagon of supporters. Some possible routes for more carefully defining this goal are suggested. (MP)

Describes simulation games involving random phenomena concepts. Reviews the role of such games in teaching abstract scientific concepts. (SK)

Students were encouraged to explore the concept of one million. A short pretest revealed many pupils could not easily comprehend a million. Research and practical investigations began to find "a million things." All students were reported to come through these experiences with a much better understanding. (MP)

Reports that a congenitally blind child, as well as sighted but blindfolded children and adults, can determine the appropriate path between two objects after traveling to each of those objects from a third object. Explores relationships of finding to geometric principles underlyinq innate spatial knowledge and inferential ability. (Author/CS)

Describes how teachers can use wheels of tricycles, bicycles, and trains to stimulate children with mathematics, relative position, and engineering concepts. Techniques are offered for measuring circumference of a bicycle wheel, gear ratios, and pedal wheel circumferences. Comparative data are given for various sized wheels. (Author/SA)

A unique problem solving activity involving student lockers in a junior high school is presented. The activity embodies numerous mathematical concepts and has successfully motivated pupils to explore related mathematical ideas. (MP)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)

Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)

An exercise in applied mathematics that focuses on belt drives that is suitable for senior secondary pupils is presented. Some comments on classroom use and student reactions to this lesson are included. (MP)

A lesson for secondary mathematics pupils on prime numbers designed to capture student interest is presented. The emphasis is on developing lessons that act as motivating forces in the classroom. (MP)