Descriptions and pictures of apparatus for use in teaching measurement are accompanied by descriptions of typical uses of the materials. A list of names and addresses of suppliers is included. (SD)

Addition and subtraction of integers can be approached through the use of chips of two colors. (SD)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

A concrete approach to prime numbers is presented using rectangles and triangles to construct a building for each number so that each story represents a pair of factors and the triangular-shaped roof represents the number. (MP)

Construction of a series of 13 nested, regular tetrahedrons from 12 square sheets of paper without using geometric instruments, scissors, or glue is described. (MN)

This article examines the role of nonverbal activity in mathematics instruction. Use of manipulative materials and visual aids is discussed, and the effects of teacher gestures and facial expressions are analyzed. (SD)

Congenitally-blind (N=16) and sighted (N=16) young adults listened to descriptions of routes and then finger traced routes through a raised line matrix. Route tracing speed and accuracy revealed that spatial sentence verification interfered with route memory more than abstract/verbal sentence verification for all subjects. (Author/CB)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Math manipulatives that are made from inexpensive, common items help students understand basic mathematics concepts. Learning activities using Cheerios, jellybeans, and clay as teaching materials are suggested. (DF)

Eleven activities with a puzzle consisting of 12 five-square shapes are presented, with some solutions illustrated. (MNS)

Discusses students' inability to make the connection between manipulative materials and pencil-and-paper calculations in mathematics instruction. Outlines the development of mathematical ideas through the concrete, representational, and abstract phases of instruction. An annotated bibliography listing teacher resources for representational-level…

Lists three guidelines for the sound use of manipulatives in teaching geometry. Also describes activities that use manipulatives to teach topics in geometry and measurement and which illustrate the application of the three guidelines. (JN)

Six algebra activities which use manipulative aids are described. The aids can be motivating, multipurpose, and individually manipulated by students. Some of the activities involve students in problem-solving practice and some can be revised to provide for students of differing ability levels. (JN)