Ways of combining mathematics and coding are discussed, with a wide variety of applications given. (DT)

Most mathematical ideas can be taught with simplicity. It may be necessary to give up the phrase "mathematics education" and replace it with "basic quantitative literacy." (Author)

Humorous recounting of the trials and tribulations of someone with a photographic mind for retrieval of information but no learning mechanisms provided by her instructors for releasing stored data towards practical use -- especially in the area of mathematics. (See EA 504 500.) (WM)

A mathematics laboratory should be a learning environment where many young minds decide that mathematics is more than practicing "sums" that the teacher assigns. (Author)

Discussed are techniques of presentation and solution of the Classical Cake Problem. A frosted cake with a square base is to be cut into n pieces with the volume of cake and frosting the same for each piece. Needed are minimal geometric concepts and the formula for the volume of a prism. (JP)

Four teachers discuss and describe how they began to move into a more personal and individualized program to help each child develop at his own pace and according to his own interests and needs. (Author/Editor)

Illustrated is the mathematical analysis of a three-dimensional game using techniques from the calculus of finite differences. This game is an analog of the familiar two-dimensional game, Dots and Squares. (JP)

Materials for sorting, counting, and number activities are listed, with sources. This is the third of a series in a revision of a materials list given in issue No. 40; earlier lists in the revision appeared in issues No. 58 and 59. (DT)