Describes a two-week unit based on calendars and births designed to be used in January at the start of each new year. (YDS)

Explains how to use the Chinese numeration system to enhance student understanding of place value. Includes sample activities. (Author/NB)

Describes a project in which students explore the Inka data recording system of knotted cords called quipus to reinforce understanding of place value. (YDS)

Describes a lesson taught in primary school based on the use of linking cubes. Shows how meaningful mathematics can be made accessible to children and how fundamental issues of variant and invariant properties might be developed. (KHR)

Data from the National and International Adult Literacy Surveys and the National Assessment of Educational Progress indicate the quantitative skills of many adults may be lower than desired. The level of numeracy instruction in adult basic education may be higher than reported, but opportunities for teacher training in numeracy instruction appear…

Presents and discusses numeracy as an everyday competence in which mathematics is an integrated but identifiable part. Describes differences between numeracy at work and mathematics in school from the study of semi-skilled workers' tasks and functions. Outlines possible consequences for adult vocational education. (KHR)

This study explored the progress 1700 English children made between the beginning and end of their first year of school, the Reception year, which is optional for 4-year olds in England. Findings show that the Reception year has a major impact on literacy and numeracy, although progress varied considerably among schools. (SLD)

Sheffield (England) primary and secondary schools focused on developing mental and oral numeracy to increase student confidence, develop quick recall, and improve math vocabulary. Low, average, and high achievers all showed significant progress. (SK)

Most U.S. students are failing to learn much that is useful in science, mathematics, and technology. Curricula must emphasize depth of knowledge, not breadth of information. Two American Association for the Advancement of Science reports stress basic, universal scientific literacy, curriculum benchmarks, foundations for further study, and…

Argues that the solution to underachievement in mathematics lies in explicit teaching of non-narrative genres and a recognition of a mathematical tradition that lies outside of individual authorship. (Author/JL)

Investigated the development of number concepts and addition skills in Japanese children. Found that children's use of addition strategies, rather than their solution accuracy, changed primarily as a function of schooling, not age. Children's Base 10 number concepts improved with the amount of schooling, as well as with other social and…

Examined whether males attend more to numerical information than females if it were presented in a male-related or gender-neutral context, and whether females would attend more to numerical information if presented in a female-related context. Research involving 162 undergraduates support this hypothesis. Implications concerning gender-linkage of…

Examined development of number concepts among participants from the beginning and end of first grade, third and fifth grades, and university. Found that the numerical distance effect appeared in all groups. Found size congruity effect began to appear at the end of first grade. Proposed a model of internal representation of magnitude asserting that…

Discusses essential parts for better numeracy instruction, including confidence, attitude, content, and context. Suggests implications for numeracy teaching and learning. (ASK)

Examined whether preschoolers could recognize numerical equivalence for comparisons involving sequentially presented sets. Found that children recognized numerical equivalence for static sets earlier than for sequential sets. Memory of the number of sequentially presented objects emerged earlier than memory for the number of sequential events.…