A proposal is made for a careful study of the various units of measurement now in use throughout the world, combined with recall of benefits of the number system, in order to develop a new system. Suggested changes are illustrated. (MNS)

Suggests that students in French classes are not given enough practice in using numbers. Offers several suggestions, activities, and texts to help increase comprehension. (EKN)

A method for determining quickly whether a given number is prime is described. A table presents equations involving prime numbers between 2 and 149, and a proof of the method is provided. (MNS)

Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

Focused on cardinality acquisition (thought to be crucial to correct counting) and on the relation between cardinality and counting. Gathered data with three groups of children three to five years old on four kinds of tasks. Found no empirical evidence for considering counting as a single prerequisite to cardinality. Suggests new approach to…

Two studies used a visual expectation paradigm to determine whether five-month-old infants spontaneously use the number of pictures appearing in one location (left) to predict when a stimulus will appear in a second location (right). Neither stimulus timing nor stimulus identity predicted future stimulus location. (Author/DR)

Uses number sense to involve students in calendar activities based on the Julian and Gregorian calendars. (YDS)

Uses base-ten manipulative pieces to illustrate divisibility tests with single-digit divisors. (YDS)

Suggests ways to increase students' computational fluency using concrete materials, engaging tasks, and reflection time to increase number automaticity, flexibility in thinking about numbers, and use of efficient problem-solving strategies to find sums and differences. (Author/NB)

Investigates the way native Chinese speakers process Chinese and Western numerals. Finds they process the numerals differently and that they processed Western numerals differently than native English speakers do. Concludes that Chinese and Western numerals are not a homogeneous set of stimuli. (RS)

Contrasts nominal, cardinal, and ordinal uses of numbers with linguistic and historical examples. (MKR)

The repeating cyclic fraction, 1/7, provides a plausible explanation for use of the number 71.428571 (71 and 3/7) in cosmology; for 22/7 as a value for pi; and for concepts of time and circle division related to breaths per minute. (Author/MKR)