Describes two instructional activities to develop spatial imagery and the pupil's responses to these activities. Discusses how the classroom atmosphere contributed to the success of the activities. (YP)

Discusses the calculation of pi by means of experimental methods. Polygon circle ratios, Archimedes' method, Buffon's needles, a Monte Carlo method, and prime number approaches are used. Presents three BASIC programs for the calculations. (YP)

Provides methods of teaching negative number operations, including addition, subtraction, and multiplication. Presents examples and activities for the operations. (YP)

Described is a lesson in which the midpoint of the measuring stick (center of gravity), the balance point of the stick (fulcrum) and the arithmetic mean are assumed to be the same point. Provides content background, lesson outline, procedure, evaluation, teacher notes, and diagrammatical representations. (RT)

Introduces "The Bouncing Ball Project" made for teaching mathematics through practical mechanics. Describes four activities in the project: what is bounciness; drop height and rebound height; timing the bounces; and extension activities. Provides many worksheets, graphs, and a list of five other projects. (YP)

Shows that graphs can reveal much about feedback systems that formula conceal, especially as microcomputers can provide complex graphs presented as animations and allow students to interact easily with them. Describes feedback systems, evolution of the system, and phase diagram. (YP)

Describes the PrIME working group experience. Provides three problems on combination and typical answers from primary school students. Discusses some findings. (YP)

Suggests guidelines for introducing and using mathematics action books with primary-grade children. Lists resource books for teachers about counting, basic mathematics facts, and telling time. Author, title, price, address of publisher, and a brief description are provided for each book. (YP)

How children give meaning to problems solved by multiplying or dividing is considered. After showing two cases of children's understanding of multiplication problems, six recommendations for classroom practice are presented. (YP)

Summarized is the research focused on the relationship between children's increasing capacity to process information and the levels at which they should be capable of recognizing mathematical concepts. Implications for mathematics curricula and teachers are discussed. Lists three references. (YP)

Described are some designs in the playground of an infant school, and indicated are some mathematical activities that resulted from their use. Games included are Schlegel diagram of Dodecahedron, Pong Hau K'i, Ko No, Achi, Draughts, and Star with their diagrams. (YP)

This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…

Proposes the use of conceptualization, exploration, and higher-level problem solving in differential equations courses as a replacement for some of the traditional material that can now be delegated to the computer. (MKR)

Provides a method of demonstrating triangles on a curved surface to aid the student in seeing that the sum of the angles are either more or less than 180 degrees depending upon which side of the sphere the triangle is placed. (MVL)

Describes an experimental course in which the programming language ISETL served as a tool for exploring concepts in abstract algebra, and identifies instructional strategies that facilitate the successful use of ISETL. Offers informal observations regarding the effectiveness of this approach. (13 references) (Author/MKR)