Tests children for the effects of prior knowledge on the amount of learning that occurs after a training period focusing on either number skills or logical operations. No relationship existed between the amount children learned and their pretraining knowledge or the amount learned and their developmental level. (Author/BB)

Descriptions of eight NIM games are presented, with illustrations. (MNS)

Describes activities designed as self-checking tasks involving practice with whole number operations. Materials consist of a set of boards partitioned into 36 squares; sets of 36 sentence/picture cards correspond with each board. A correct sentence or picture is then formed as students correctly perform the necessary mathematical operations. (JN)

A pair of abacuses is used to illustrate addition, subtraction (by adding complements), multiplication, and division, with simplified examples given to illustrate the various features of each operation. Also indicates how this information can help students understand computer operations. (JN)

Fractal geometry is explored, with sections on snowflakes and flow snakes, Mandelbrot's definition of fractal, and other fractals. (MNS)

How the manipulative aid called the "10 frame" can be used to teach the number combinations for 10, the addition facts that bridge 10, and the place value nature of our number system is described. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

Compared two teaching strategies, delayed-prompting and fading, for teaching the most easily confused letters and numbers to preschoolers (N=39). The results indicated that children who received discrimination training using delayed prompting made fewer errors on the posttests for the letters and numbers mastered than did children taught via…

Investigated use of the bus context (boarding/leaving a bus) for introducing addition and subtraction in the first grade, as well as other contexts. Indicates that these contexts influence the use of numbers and operations and that they be taught separately before comparisons are made. Also outlines misconceptions related to bus-numbers. (JN)

Research on college students' ability to estimate means and variances for sets of data showed that they were more able to estimate means, and that various characteristics of the data (e.g. magnitude of numbers) influenced the accuracy of estimates. (SD)

This article suggests some criteria to consider when using a concrete representation to support the treatment of a mathematical concept or sentence. (DT)

A method of using a diagram to investigate properties of fractions is described. (DT)

An activity for practicing basic addition facts is described. (DT)

Arithmetic drill problems which use number codes are suggested. (DT)

A method for changing repeating decimals to fractions is explained. (DT)