Two suggestions for making drill-and-practice activities and one graphing activity are presented: (1) specific directions for making a drill wheel for use with any set of numbers or operation; (2) a game with "happy numbers" for practice in addition and squaring; (3) plotting directions for making holiday pictures. (LS)

A mathematics unit which introduces number concepts through the use of patterns. All activities are based on the formation of patterns involving blocks or tiles of two colors. (RP)

What is meant by meaningful instruction is discussed in terms of interest and relevance, pseudo-real problems, unconscious reinforcement, stories for symbols, and mathematical mirrors. That mathematics must be talked about with and by children is emphasized. (MNS)

Findings on ratio and on fractions from a research project on strategies and errors in secondary mathematics are discussed, with typical errors described. Pupils seemed to learn rules without understanding. (MNS)

Properties of the harmonic number triangle are listed, and ways of generating the elements of harmonic triangles are described. (MNS)

This manipulative learning aid is featured as a tool that allows a teacher to build upon the recognition of number patterns to teach basic mathematical understanding. The activities provide a means to help children refine, develop, and extend their understanding of the number system. (MP)

The material is designed for pupil practice in: (1) associating numerals with sets of objects and finding sums of two or three numbers; (2) subtracting, one- and two-digit numbers with some regrouping; (3) mental computation using the basic operations; and (4) using combinations of basic operations with whole numbers and decimals. (MP)

Ways to use styrofoam egg cartons and plastic eggs to enhance mathematics instruction are detailed. These materials are viewed as inexpensive, colorful, and easy to obtain. Suggestions for using them to teach concepts related to whole numbers and fractions are provided. (MP)

Four activities and four manipulative materials for teaching place value are discussed. (MP)

Student exploration at a secondary school level of fraction relationships using special graphs is described. (MP)

A program designed in the BASIC programing language to provide drill and practice with positive and negative numbers is presented. (MP)

Calculators that have the constant arithmetic feature are promoted, and examples of ways this feature can be used in lessons are presented. (MP)

In a three-year cumulative study, more than 1,000 children were observed either in randomly arranged preschool classrooms or in classrooms deliberately arranged to promote learning. Creativity, oral language use, and development of science and number concepts were significantly higher for children in the specially planned classrooms. (Author/SJL)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)

Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)