A sequence of seven graphing activities is suggested for developing both prenumeration and numeration concepts and skills. (MP)

It is suggested that gifted children need opportunities to interact with each other, opportunities for discovery learning, programs which will foster independence, and programs which will include activities in all three learning domains. The teacher's role is defined, and examples of activities suitable for gifted instruction are provided. (MP)

Activities that allow students to represent patterns concretely before showing the patterns in color on paper are presented. Three basic activities are described, with suggestions made for extensions that allow further pupil exploration of multiples. Student discovery of relationships not found by the teacher is expected. (MP)

What often catches student interest and provides needed motivation for learning is the remarkable patterns and unexpected, interesting ideas that fill mathematics. It is felt mathematics should be taught as an enchanting and multifaceted art as well as a tool and a science. (MP)

Specific books which can be used as a supplement to traditional mathematics materials are reviewed. Topic categories are: Position, Geometric Concepts, Measurement, Size, Time, Money, Numeral Names and Counting, Ordinal Numbers, Concepts of Quantity, and Arithmetic Concepts. (MP)

Details of teacher-developed lessons in banking are extensively profiled. (MP)

The need for development of a curriculum that provides vertical links between earlier and later work and horizontal links with other topics in mathematics and other subjects is promoted. Much of the material describes explorations of circles and cones suitable for many levels. (MP)

The comprehensive restructuring of courses and assessment policy in Karingal High School, Frankston, Victoria is reviewed. The report details the problem, the new structure, implementation, retakes, personal decisions, and the advantages and disadvantages of the system. (MP)

This report informs mathematics teachers about the activities in science for pupils aged 11 to 16 years that utilize ratio and proportion. Some suggestions for pupil activities follow for both mathematics and science instructors. (MP)

An educational game that effectively combines the excitement and strategy of a football game and mathematics is presented. (MP)

Appropriate mathematical competencies for children of ages two, three, four, and five are presented. It is suggested that mathematics programs for young children be action oriented. (MP)

Recommends Computer Assisted Instruction (CAI) as an effective method to teach basic skills to elementary students in developing nations if managerial problems can be overcome. Presents results from two studies using CAI mathematics materials. (DC)

Presents a brief overview of the school organization in Sweden and summarizes the results of large-scale computer experiments conducted during the last five years. Focuses on mathematics. (DC)

Common mathematical errors of pupils as identified by the Concepts in Secondary Mathematics and Science Project are identified and traced to the use of methods invented by students rather than formally taught methods. (MP)

A program in Illinois designed to combine a professional growth experience for teachers with a learning experience for children in a new type of summer school is described. (MP)