Reviewed are the Avon materials and a set of kits for teaching the metric system. (MM)

Described are uses of ceramics in educational programs of broad application to handicapped, particularly, mentally retarded, children. Benefits in social, emotional, and mental growth are identified. (Author/KW)

Discussed are new media being used in classroom mathematics instruction; television, computers, programed materials, films, games, manipulative materials. (CT)

Index cards, masking tape, pizza shells, golf tees, and empty soda bottles can be used to make manipulative objects to be used in children's mathematics games. Twenty-two games that provide practice in number drills and problem solving are described, along with instructions for making objects needed for the games. (PP)

Geometry tiles can be used to develop and extend intuitive geometric concepts by helping children visualize geometric shapes and communicate spatial relationships. Eleven activities are described for introduction, basic concepts, geometric figures, transformations, and metric geometry. (MNS)

Ways in which bead strings can be used for reinforcement and concept development are noted. After discussion on how to make bead strings, the material looks at: (1) prenumber concepts; (2) more than, less than; (3) conservation of number and numerals and numerousness; (4) addition and subtraction; and (5) place value. (MP)

The use of money to teach mathematical topics such as fractions, percents, decimals, and nondecimal numeration is encouraged. (MP)

Activities and manipulative materials that teach pupils regrouping, also known as borrowing or carrying, are reviewed. Several examples of typical student errors and the reasons for these mistakes are outlined. (MP)

Some possible uses of math lab materials and activities that are natural and appropriate to the development of process skills are explored through a discussion of a geoboard activity. (MP)

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)