Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

To help simplify both teaching and learning of parallel circuits, a high school electricity/electronics teacher presents and illustrates the use of tables of values for parallel resistive circuits in which total resistances are whole numbers. (MF)

An analysis of the conceptual development of children between the ages of five and six. The interrelationship of such concepts a big, long, small, and short is discussed. (JLH)

A framework for organizing instruction on the basic facts is presented. Guidelines are given for blending work with concrete materials, thinking strategies, and drill into a meaningful program. (MN)

The use of games to provide practice on specified objectives is discussed. Four games are described in relation to several guidelines. (MN)

A variety of student work procedures and answer patterns for whole-number computation is examined. Specific suggestions for helping students who make each type of error are offered. (MN)

These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

The use of counting sticks as a concrete manipulative material in the development of number understanding and the concept of place value is strongly urged. (JT)

An algorithm is provided for generating as many desired digits in the decimal representation of a rational number on a calculator. It may be used whenever the number of digits displayed on the calculator exceeds the number of digits in the denominator. (JT)

A unique magic hexagon, which can be used to help improve students' computational skills, is presented. (JT)

In response to an earlier article advocating the elimination of fractions from the curriculum, the author argues for their retention. He points out examples of their use in music and physic, and discusses methods of presenting operations on fractions. (SD)

Discusses the relationship between geometrical and numerical concepts in the mathematical development of young children. Based upon a longitudinal field study of 224 children, findings suggest that memorization ability facilitates understanding of numerical concepts but that subsequent mathematical development is restricted until basic geometry is…

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

Ways to combine the strengths of teacher and computer are suggested. Multiplication concepts and an algorithm for multiplication are taught in the same lessons. The computer is used as an electronic chalkboard to teach at a semiconcrete level. The computer program is included. (MNS)