A "flipping" clown figure can be used on a number line to help students conceptualize operations using negative numbers. (SJL)

Directions are given for making a model of a three-dimensional coordinate graph. (DT)

Proposes a mathematical way of thinking about how well a rolling object moves. Describes classroom activities that were carried out to measure and evaluate models of rolling objects. In theory, the activities lead immediately to the theory of convex sets. Also includes discussion on Reuleaux rollers. (AIM)

Describes a University of Alabama program that trained a cadre of elementary teachers to use various manipulatives in their daily mathematics programs. These teachers received a set of manipulatives to share with others and were expected to conduct inservice programs for colleagues. The program increased use of manipulative materials and revealed…

Describes how to use homemade tiles, sketches, and the box method to reach a broader group of students for successful algebra learning. Provides a list of concepts appropriate for such an approach. (KHR)

Presents an activity that capitalizes on the particular advantages of physical and computer pattern blocks. (KHR)

Describes an activity inspired by the work of Nobel Prize winner Dorothy Crowfoot Hodgkin involving multilink blocks that helps students develop three-dimensional spatial skills. (YDS)

Presents findings from observations of two classrooms in which teachers used an interactive whiteboard and projector. Provides ways of using the interactive whiteboard in classroom activities. (KHR)

Explores useful ways of teaching the volume of pyramids using cubic blocks and spreadsheets. Presents a lesson plan with teaching suggestions. (KHR)

Discusses a teaching method for multiplication using manipulative materials. Provides examples of the teaching method and activities using individual chalk boards. Two references are listed. (YP)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)

Describes five types of activities that elementary school teachers can use to help students understand decimals. These activities use money calculations, base-10 blocks, meter sticks, calculators, and problem solving. Specific examples are provided. (MDM)

Presents an activity using base-10 blocks and the TI Explorer calculator to help fifth and sixth graders represent their ages in different numerical bases to appear older or younger than their real age. (MKR)

Discusses the Mathematics Tutorial Program, which assigns preservice teachers to inservice elementary teachers to tutor students in mathematics using manipulatives and a hands-on approach. Classroom teachers commented on the children's improved self-esteem and confidence in mathematics. (Author/MKR)