A wide variety of teaching methods for improving instruction in mathematics, science and the social studies was discussed. As well, suggestions for improving students' motor control were presented. (RK)

The authors propose that electronic calculators can be perceived as function generators rather than mere computational aids and can be used to investigate function concepts such as domain, range, composition, inverse, correspondence and so on. (MN)

The author mentions several broad types of student elementary algebra errors, including incorrect cancellation and cross-multiplication, notes confusing terms and factors, and gives several suggestions to help students avoid these. (MN)

Activities involving copying, enlarging, and translating stick figures can enhance students' understanding of graphs. (SD)

The author recommends the use of flow charting to help students understand the manipulation of algebraic formulae. He identifies some problems with flow charts and suggests an alternative method of constructing flow diagrams. (SD)

A series of examples is provided of types of mathematical exposition which cause students difficulty for reasons other than lack of understanding of some mental process. (SD)

A mathematics teacher who avoided students' questions about zero, notes that children are able to interpret this concept and any system of numeration in a language that they have made up and can understand. (AM)

Maintains that children's literature offers possibilities for helping children learn about a variety of mathematical (prenumber) concepts. Two books, FREIGHT TRAINS and THE VERY HUNGRY CATERPILLAR, and their related concrete-level learning center activities are presented to illustrate ways of dealing with prenumber skills using children's…

Parents may better prepare their children to enter school by making sure that daily activities and household routines serve educational ends: learning scientific concepts through helping in the kitchen; being encouraged to read by having access to a variety of books. Specific activities are described. (JL)

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

Advantages and disadvantages of the modern definition of function, understanding the concept of function, procedures used in a study of the understandings of ninth graders, and detailed results of the study are discussed. (MNS)

APL was invented specifically as a mathematical teaching tool, and is an excellent vehicle for teaching mathematical concepts using computers. This article illustrates the use of APL in teaching many different topics in mathematics, including logic, set theory, functions, statistics, linear algebra, and matrices. (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)

The effects of problem size on judgments of commutativity by 51 moderately and mildly retarded students were investigated. Results indicated that many retarded students who are given computational practice recognize the general principle that addend order does not affect the sum. (Author/DB)