Outlines an instructional approach that can be used to teach students to apply a strategy known as subgoal generation to multistep problems. (PK)

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

A variety of tips about problem solving are included, with the focus on helping students recall an image. Manipulative materials and models using grids are included in most of the activities. (MNS)

String art on an octahedron provides a viable way to teach and illustrate geometric concepts, while correlating mathematics and art. How to use straws and string, and suggestions for investigating the related geometry, are given. (MNS)

Secondary teachers in a workshop on overcoming computer and math anxiety and students in a programming course were given measures of anxiety and achievement. Low mathematical ability and coursework were related to math and computer anxiety and negative attitudes. Attitudes improved for the teachers but not the students. (MNS)

Brief articles are included on dropping perpendiculars, working with rational exponents, and finding the square root with base 10 blocks. (MNS)

Ways of solving a problem on the connection between heat loss and the ratio of surface area to volume are described. Tables and graphs are included. (MNS)

Three lessons on division for grade 4 are presented, the first using manipulative materials; the second, the computer; and the third, the calculator. Advantages and disadvantages of each are discussed. (MNS)

Fourth-grade students' understanding of the order and equivalence of fractions was investigated in an 18-week teaching experiment. Three related characteristics of thinking are hypothesized to be related to success of such tasks, involving flexibility and reasoning that becomes increasingly independent of specific concrete embodiments. (MNS)

Some answers are given to questions that teachers ask about the preprimary mathematics program. A point of view is presented and a model provided outlining a scope and sequence for choosing experiences for children about five years old. (MNS)

The abacus method for instruction on addition, subtraction, and multiplication with integers is explained. How to represent the integers for each operation is detailed with words and illustrations. (MNS)

Activities are given for solving verbal subtraction problems. Take-away and comparison situations are described, and three levels of activities to model the situations are given: one involving concrete materials and verbal descriptions; the second with these plus written symbols; and the third encouraging mental images. (MNS)

A method is explained for using right triangles on a geoboard for determining the greatest common factor and least common multiple of two numbers. (DT)

Instructions are given for making a solid from unit cubes joined face to face. Activities lead to design and construction of the SOMA cube, along with other cube puzzles. (DT)

A Mira is described, then several uses of the Mira are suggested. (DT)