An analysis is presented of pupil responses to several items on the second National Assessment of Educational Progress (NAEP) mathematics survey which focused on the concepts and models of the fundamental operations. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

An approach to teaching the principle of mathematical induction that could make more sense to introductory-level pupils is given. (MP)

"Pure" geometry is promoted as instructional material suitable for enriching the education of the mathematically gifted student. Examples of mathematical and logical concepts that can be highlighted with geometric presentations are given. (MP)

A way of exploring the concept of rational and irrational numbers with calculators is outlined. The numbers and routines suggested are designed to lead to additional extensions and provide an area for student exploration. (MP)

Classroom games designed to develop mathematics skills in elementary school children are presented. These games involve personalizing metric measurement, telling time by television, creating an all-math newsletter, addition puzzles, subtraction games, division cards, multiplication, fractions, and measurement. (JD)

Suggestions for outdoor mathematics activities include six each for primary-age and intermediate-age children. (MK)

The results of the interaction of fifth- and sixth-grade students with a computer are described. (MK)

The authors develop the idea of Niven numbers and discuss their potential usefulness in the classroom. A computer program to generate Niven numbers is provided. (MK)

Ways are presented to help students develop precomputational fraction concepts and skills using a circular-region or "pie" model. (MK)

Ratio and proportion are discussed by giving examples of a child's view of the concept. Instructional suggestions are given. (MK)

Diverse activities using large blocks are described. By building and comparing configurations children can be led from concepts like long and high to concept of ratio. Games and activities to help build other concepts are also described. (SD)

Concrete materials lead young students to abstract conclusions. (Editor)

The author argues that students do poorly with problems involving percent because they do not adequately understand ratio and proportion. Described is an instructional sequence designed to build these concepts. (SD)

Argues that the use of number sense can assist learners in their understanding of and calculating in mathematics. Reports on those aspects that were investigated with primary teachers' preservice teacher education students (N=6) at the commencement of a semester unit in mathematics education. Concludes that the students had at least a limited…

Describes a project involving a short car trip in which students experience an early opportunity to work in teams, think about mathematics, gather and analyze speed and distance data, and produce a report on their findings. Provides a typical-authored solution. (Author/ASK)