Examined factors that influence children's competence in mathematics when they begin first grade. Results indicated that parent education, family economic resources, and parent expectations influenced children's competence. Race and family structure, when considered apart from other variables, were not significant influences. (PCB)

Investigated whether second grade children were aware that dealing without counting was sufficient to ensure equality of shares in a discrete sharing situation. Seventeen children were interviewed after watching a videotape of preschooler's actions on sharing activities. (YP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Presents four activities for the exploration of a balance, mass, the length of the balance arm, and the position of the fulcrum. Provides objectives, directions, extensions, answers, and worksheets for each activity. (YP)

Provides several problems and their solutions for a descriptive statistics course. Included are problems related to measurement, data collection, sample construction, applications, and computation. Discusses the misleading nature of statistics. (YP)

In an effort to reinsert mathematical language into everyday discourse, this article considers the following: an undergraduate early childhood curriculum class, analogical discourse in relation to mathematical language, and the ways in which analogical language aids recovery of the things that bind humankind to the earth and to each other. (IAH)

Presents young children's concepts related to probability grouped by definite, possible, and definitely not. Discusses the teaching methods of the probability concepts. (YP)

Five papers discuss the current and potential contributions of information-processing theory to our understanding of mathematical thinking as those contributions affect the practice of mathematics education. It is concluded that information-processing theories need to be supplemented in various ways to more adequately reflect the complexity of…

Introduces four activities on forming rectangles according to specific directions. Critical reading, experimentation, logical reasoning, and validation of given directions are necessary for accuracy. Provides objectives, directions, extensions, answers, and a worksheet for each activity. (YP)

Discusses a primary teaching method for the concept of negative numbers. Describes some activities for teaching the concept. (YP)

Investigates the understanding of particular mathematical words or terms of secondary school students in Belfast. Presents sample items and results of two tests. Discusses some implications for the teaching of mathematics. (YP)

Introduces an introductory module for analysis. Describes stock of basic functions and their graphs as part one and three methods as part two: transformations of simple graphs, the sum of stock functions, and upper and lower bounds. (YP)

Discusses a counting system and number operations. Suggests six distinct areas in a "number" subject: one-to-one correspondences; simple counting process; complicated counting process; addition and multiplication; algorithms for the operations; and the decimal system. (YP)

Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

A structured system of visual features is seen to parallel the propositional hierarchy of operations usually associated with the parsing of algebraic expressions. Women more than men were found to depend on these visual cues. Possible causes and consequences are discussed. Subjects were secondary and college students. (Author/DC)