Includes lesson plans and worksheets that deal with transformational geometry, specifically reflections. The lesson for grades three to four focuses on angles of incidence and reflection and that for grades five to six involves mirror images. (MKR)

This study of six adults with blindness tested a code that facilitates the interpretation of tactile outline graphics by reducing potential ambiguities in figure-ground, slope, and curvature. Results found all subjects learned the code in less than two hours and successfully matched coded graphics to targeted objects. (Author/CR)

Discusses the compass and the straightedge in terms of Euclidean geometry. Includes a worksheet in the text. (KHR)

Discusses the positive results of incorporating two essential elements of learning--language patterns and visualization--found in Japanese classrooms into a first grade classroom in Minnesota. (Contains 12 references.) (Author/YDS)

This article emphasizes the importance of good design of tactile diagrams and careful diagram use with blind children. Early educational experiences are suggested to equip blind children for most effective use of diagrams. Methods for teaching diagram use are also suggested, particularly where blind children are educated in integrated settings.…

Uses pattern blocks to model basic parts-of-a-whole fraction concepts. Suggests that students reflect these models in oral, written, pictorial, and symbolic representations. (MKR)

Presents activities with 10- and 4-straw flexigons, an object created by stringing together lengths of plastic drinking straws with nylon fishing line. Discusses several geometric theorems that can be demonstrated with flexigons. (MKR)

Presents new ideas for using buttons, beans, and beads as teaching manipulatives for elementary school children. The ideas include a button scavenger hunt, a button count, a cup puppet bean game, a numbers guessing game with beans in jars, and a bead stringing activity. (SM)

Suggests several hands-on materials for teaching primary students more concretely the concept of fractions. (HTH)

Lists proven approaches to enhance the teaching of mathematics. Ideas include (1) providing manipulative experiences; (2) planning enrichment activities; (3) reviewing constantly; (4) encouraging the use of calculators and computers; (5) striving to use encouragement instead of praise solely; (6) promoting creative thinking; and (7) minimizing the…

Presents three classification activities in which students work in cooperative small groups using physical materials to foster flexible thinking in doing mathematics. Concludes that attribute blocks are useful physical manipulatives for promoting classification activities and problem-solving skills. (ASK)

The mechanism of routine practice and problem solving that is used as a method of teaching and learning is not simply interpreted as a way in which students only mechanically imitate and memorize rules and skills. Manipulative practice is the genetic place of mathematical thinking and the foundation of concept formation. (ASK)

Uses Stern patterns and Cuisenaire manipulatives to help Down's Syndrome children learn arithmetic. Concludes that the opportunity to discover an arithmetic based upon an algebra of patterns and lengths, and not upon an elaborate counting apprenticeship, might prove of particular further benefit to children with Down's Syndrome. (ASK)

Provides hands-on biology activities using plastic bottles that allow students to become engaged in asking questions, creating experiments, testing hypotheses, and generating answers. Activities explore terrestrial and aquatic systems. (MKR)

Describes two novel teaching ideas based on tabards. Discusses a visual aids model on the digestive system, and the uterus and a developing embryo in the first 10 weeks of pregnancy. (Author/ASK)