This study of 73 children sought to determine if children's perceptual comprehension of numerals is higher when they are shown symmetrical rather than asymmetrical arrangements of pegs, and if comprehension scores related to age, sex, and/or social class. The main hypothesis was rejected but some age and class differences were found. (SJL)

A teaching sequence providing a smooth transition from concrete materials to the subtraction algorithm is presented. (MP)

A teaching sequence for the division algorithm is detailed. (MP)

How computer methods can be applied to an old problem and how computer efficiency affects the solution to that problem are illustrated. (MK)

The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH)

Activities to develop counting skills are given. (MK)

Programed instruction accelerated the ability of 62 children, ages four to six, in acquiring the concept of number conservation. (CP)

Reviews evidence against theories about preschool childrens' egocentricity and cognitive ineptness in the areas of classification, communication, number and order concepts, memory skills, and capacity for reasoning about causal relationships. Holds that preschoolers have been misunderstood because researchers tend to approach them with tasks…

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

Mathematics textbooks tend to provide testing rather than teaching situations because of their heavy emphasis on symbolism. This article offers manageable ways to sequence mathematics instruction so that there are connective links from one level of understanding to the next. (JMF)

Presents a list of topics that are considered desirable for the majority of students to be exposed to in elementary school. Sample items from a test to be given to students entering secondary schools are also presented. (MK)

Directions are given for an activity in which students are introduced to infinite geometric series. (DT)