Discussion of the use of teaching machines to help a child learn the basics of geometry. Fully developed educational modules for such subjects as physics, biology, physiology and linguistics are forth-coming. (EB)

An outline of practical experiences from which the concept of length measurement may be learned. (MM)

Films, booklets, and tape/slide packs were used as self-instructional aids for teachers in an inservice course on the use of concrete materials for elementary school mathematics instruction. (DT)

Methods instructors can use a variety of activities to have preservice teachers use manipulative materials themselves and with pupils. Types of materials and approaches are discussed. (MNS)

Activities using paper punches are described, dealing with one-to-one correspondence, place value, large numbers, prime and composite numbers, operations, geometric shapes, and measurement. (MNS)

Helping children to bridge the gap between physical materials and symbolic representations is the focus of this article. Examples are drawn from numerical topics, with several hierarchies illustrated. (MNS)

Key factors in mathematics remediation for high school students are examined. Levels of learning are discussed, and suggestions are given for working at different learning levels. Examples are given for remedial activities with area, multiplicain, and decimals and percent, and additional references are included. (MNS)

Spelling activities that draw upon all of a student's senses--visual, auditory, and kinesthetic--are described. Instructions for setting up a kinesthetically based holiday center that will develop a taste for spelling and a feel for words are also given. (PP)

Results indicated among other things, that: (1) most teachers use few materials other than textbooks in mathematics instruction; (2) use of most materials tends to decrease as grade level increases; (3) calculators are rarely used, but usage tends to increase with grade level; and (4) most teachers reported they want more materials. (MP)

It is viewed understandable that many teachers consider fractions one of the most difficult mathematical topics to teach. School experiences need careful planning to include sequential activities which develop accurate concepts, and concepts are thought best developed by activities which move along the concrete-to-abstract continuum. (MP)

Number walks are suggested as reinforcement activities for newly learned concepts. Children walk along a display of mathematical tasks, responding to each as they walk along. (MP)

Suggestions are given for using a "Mobius Strip" poster. The experiences of one teacher using such a poster are related. (MK)