Presented are two self-contained worksheets and teacher guides for open-ended experiences in recording and reading data which require the use of basic addition facts. One is for grades 1-3; the other for grades 4-8. (CT)

Discusses a tally device using discs on a paper diagram. Instructions given for number representation, negative values, games, addition and subtraction. (RS)

The problem of placing stamps on a grid is presented, with variable forms of the problem and various levels of the solution described. (MNS)

In part 2, several surveying activities are suggested. The first, a radial survey, combines activities for dealing with length and angles previously mentioned in part one. The second suggested survey is an offset survey; needed implements and procedures are described. Two types of triangulation and a plane table survey are also discussed. (MK)

The use of the Mira, a geometric device for studying reflections, is discussed. Proved are that all Euclidean constructions can be made with a Mira and that the Mira can be used to trisect an angle. (DT)

In two experiments, an adult presented 2-year-olds with an unfamiliar solid object, either rigid or flexible, and performed an action that emphasized the object's shape or material. Children were then asked to choose an object that matched the one shown. As hypothesized, the adult's action information alone directed children to attend to relevant…

Includes lesson plans and worksheets that deal with transformational geometry, specifically reflections. The lesson for grades three to four focuses on angles of incidence and reflection and that for grades five to six involves mirror images. (MKR)

This study of six adults with blindness tested a code that facilitates the interpretation of tactile outline graphics by reducing potential ambiguities in figure-ground, slope, and curvature. Results found all subjects learned the code in less than two hours and successfully matched coded graphics to targeted objects. (Author/CR)

Discusses the compass and the straightedge in terms of Euclidean geometry. Includes a worksheet in the text. (KHR)

Discusses the positive results of incorporating two essential elements of learning--language patterns and visualization--found in Japanese classrooms into a first grade classroom in Minnesota. (Contains 12 references.) (Author/YDS)

This article emphasizes the importance of good design of tactile diagrams and careful diagram use with blind children. Early educational experiences are suggested to equip blind children for most effective use of diagrams. Methods for teaching diagram use are also suggested, particularly where blind children are educated in integrated settings.…