Described are a discrete group of isometries that fix a line but do not stabilize a point. Each type is accompanied by an example of their representation in concrete form which served as material on which young children could operate. Pupil responses to each situation are provided. (CW)

Presented are activities which use data from an instrument which combines speedometer, odometer, and clock readings on a circular graph. Applications of linear graphs using actual and simulated tachographs are discussed. Examples of student work are given. (CW)

Discusses a teaching method for multiplication using manipulative materials. Provides examples of the teaching method and activities using individual chalk boards. Two references are listed. (YP)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)

Describes two activities for developing computational skills, discovering patterns, checking answers, and factoring quadratics and equivalent fractions. Provides worksheets for the activities. (YP)

Concepts of fractions from an adult perspective as well as from a child's perspective are examined. Types of students' schemes for some terms related to fractions are reported. (YP)

Discussed are experiences in using the calculator to assess mathematical understanding on the Missouri Mastery and Achievement Tests (MMAT). Data from a calculator group and a no-calculator group at the eighth- and tenth-grade levels are reported. Several items showed differences between groups. (YP)

Investigated mathematics anxiety effects in engineering and technical college students (N=381). Found lack of any significant gender differences in regard to mathematical ability, anxiety, and performance. Recommends further research in differences in mathematics experience, self-efficacy beliefs, or interpersonal processes. (ABL)

Clarifies the relationship between oral reading accuracy and the ability to solve worded arithmetic problems using literature reviews. Discusses the implications of oral reading and lists eight guidelines for mathematics teachers. Thirty-seven references are listed. (YP)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Discussed are experiences with students having mathematics anxiety. Describes how to increase the students' confidence and a method of guided practice. (YP)

The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

Describes a five-step graphing method for various trigonometric periodic functions. Emphases is on teaching constants and functions. (YP)

Discusses solving inequality problems involving linear programing. Describes the usual and alternative approaches. Presents an intuitive approach for finding a feasible solution by maximizing the objective function. (YP)