A method of identification of pigs used by farmers is described as an application of a base three numeration system. (MP)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

This report describes reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The applet sequence stemmed from a cognitively demanding task used in face-to-face teacher education settings that involved placing…

Taking advantage of student's passion in using technology in the form of digital media sets the trend of this study. If this passion can be harnessed, digital media may have an important and powerful role to play in education. A methodology of teaching using digital media in the form of VCD is experimented and tested for possible effect on…

Calls for reform in mathematics education around the world state that proofs should be part of school mathematics at all levels. Turning these calls into a reality falls on teachers' shoulders. This paper focuses on one secondary school teacher's reactions to students' suggested proofs and justifications in elementary number theory. To determine…

The author investigated the effects of the concrete-representational-abstract (CRA) instructional sequence on the computation performance of students with specific learning disabilities and students identified as at risk for failure in mathematics. Researchers have showed the CRA sequence to be effective for teaching basic mathematics facts,…

Research on computational estimation and mental computation has received a considerable amount of attention from mathematics educators during the past decade. These proceedings resulted from a meeting to explore dimensions of number sense and its related fields. The participants came from three groups: mathematics educators actively pursuing…

This is one in a series of manuals for teachers using SMSG high school supplementary materials. The pamphlet includes commentaries on the sections of the student's booklet, answers to the exercises, and sample test questions. Topics covered include factors and primes, perfect numbers, divisibility, expanded notation, repeating decimals, number…

The purpose of the study was to determine the effects of type of grouping (multibase (M) or base ten (T) ) and the time that base representations are introduced (initially (EB) or after counting, reading and writing numerals (LB) ) on achievement in numeration in grade one. Four intact classes of 110 students participated, and a 2 x 2 factorial…

A list of materials needed and step-by-step directions for constructing an abacus are given. Instructions are provided which tell how to use the abacus in teaching number combinations and in working addition, multiplication, subtraction, and division problems. (Related documents are SE 015 950 and SE 015 952.) (DT)

A short story is presented which uses as its characters rational and irrational numbers and numbers involving fractional exponents. (DT)

Euler's famous formula, e to the (i, pi) power equals -1, is developed by a purely algebraic method that avoids the use of both trigonometry and calculus. A heuristic outline is given followed by the rigorous theory. Pedagogical considerations for classroom presentation are suggested. (LS)

The paper presents reasons for teaching topics from number theory to elementary school students: (1) it can help reveal why numbers "act" in a certain way when added, multiplied, etc., (2) it offers drill material in new areas of mathematics, (3) it can develop interest - as mathematical enrichment, (4) it offers opportunities for students to…

Three-, four-, and five-year-olds were given problems to test their ability to recognize absolute number and relative order. Results suggest that children understand number as an absolute amount before they understand it as part of a progressive sequence in contradiction to the "ordinal theory of number." (Author/DST)