Described is a model for teaching improper fractions and mixed numbers and some activities for working with them at the precomputational level. (PK)

Eleven retarded children with mental ages (MA) less than 4.5 years were examined to evaluate whether there is a critical MA for learning basic counting principles and how an understanding of counting develops. Results are discussed in terms of individual needs. (MNS)

An activity project is described which encourages students to question and experiment. Appendices provide examples of student results. (MNS)

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

Three theorems for Pythagorean triples are presented, with discussion of how students can amend their ideas about such numbers. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)

Research indicates that calculators can promote mathematics achievement. Some topics with which calculators can aid are briefly discussed: problem solving, number ideas, counting, basic facts, and computation with whole numbers and decimals. (MNS)

Two teaching studies were conducted, based on a descriptive framework and diagnostic interviews described previously. In the pilot study, low-achieving students were taught individually; in the main study, they were taught in a group. Performance improved in both cases. (MNS)

Children's solutions to simple word problems requiring addition or subtraction skills develop through four stages: (1) modeling with objects; (2) utilization of both modeling and counting strategies; (3) reliance on counting strategies; and (4) reliance on number facts. The current primary mathematics curriculum fails to capitilize on rich…

The importance of encouraging students to think about their actions in playing educational games is noted. A game is presented with mathematical topics that could be explored and variations on the game described. (MNS)

A pack of 23 number games was devised for use by all primary grade children, regardless of physical or sensory disability. The games use all or part of a pack of 100 cards. Some experiences with the games are presented, as well as some illustrations of the games. (MNS)

The origin and current meaning of numeracy are explored. The relationships among the discipline, subject, and common use of mathematics are discussed, and barriers to modification of the school mathematics curriculum are described. (MNS)

A model is proposed in which the quantification of inverse proportionality is developed beyond the initial qualitative relation. Based on a task analysis, the model was tested with 36 eleven-year-old students in a training experiment using a balance task. (MNS)

Deriving all Pythagorean triples from simple patterns within an addition table is presented, with formulas included. (MNS)

Using sweeps to find areas, applications of reflections to miniature golf, and zeroing in on zeroes are each considered in the brief articles in this department. (MNS)