The objective of this puzzle is to give students practice in linear measurement and obtain the skill of using a metrestick. A diagram for constructing the puzzle is included. (MP)

Manipulative models are compared to static models as effective adjuncts in learning to identify plant organs and tissues. Results offer statistical evidence that students have more success at learning to recall the names and functions of plant tissues and microscopically identify them if hands-on experiences have been provided. (Author/MA)

Five mathematical puzzles of the type requiring numbers or pieces to be placed in certain positions to produce a specific result are described. The puzzles are presented in the form of dice, pentominoes, boards, and numbered pegs. (MN)

Children attempted a division problem in one of four distraction settings: minimal, situational, color-attribute, or spatial-numerical. The effects of both grade level and distraction setting in problem-solving performance were highly significant, with children who used a manipulative approach being more prone to distraction than those using a…

Classroom activities for the study of linear mass, and volume measurement, conversion of units, and estimation using the metric system are given. (MN)

A manipulative pedagogical device to supplement the teaching of a unit on computers is described. Sample programs possible with such a device are illustrated. (MN)

A method of using pegboards to illustrate addition of whole numbers is described. (SD)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)

Two experiments examine the sorts of cues that might be available to facilitate children's ability to discriminate between memories for their own actions. Results suggest that the differences in discrimination performance demonstrate the importance of kinesthetic cues and visible consequences for children's memory discrimination. (Author/RWB)

A series of nine activities that illustrate prime factorization and other elementary number theory ideas in concrete, representative, and symbolic form are described. (MNS)

Proportion problems were given to pupils in grades 3-5. Success rates were high, with elementary strategies based on addition often used. Familiarity with the use of ratios in the context, the presence of a mixture, and the use of manipulatives were variables that influenced performance. (Author/MNS)

Four types of mathematics centers are described: listening, game, skill, and manipulative. Illustrations are included. (MNS)

Describes materials mastery and symbolic development as two discrete but related processes that preschool children learn. Uses the preschool setting to identify the developmental stages of construction play. (AS)

Described are activities for thinking through patterns using toothpicks, paper strips, wooden cubes, and people patterns; thinking with attribute items such as geocards, namestrips, and treasures; and thinking with geometric materials such as geoboards and dot paper, cubes, and simple puzzle pieces. (MNS)

How children can be guided to see and feel the power of thinking with and about mathematical symbols is discussed. A strategy to help them bridge the gap between manipulative models and symbols is detailed. (MNS)