Discussed are the roles played by anticipation, belief, and motivation in two young children's problem-solving activity. It is argued that a solver's beliefs and motivations are intimately related, and that the discussion of the two children's behaviors may have some generality. (Author/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)

This section contains four worksheets for games on estimation. Impact, Crossfire, Fire One, and Fire Two each require the use of calculators to focus on place value, multiplication, or division. (MNS)

Three activities on the right justified multiple triangle are presented. The activities are designed for use in practicing computational skills and for discovering number patterns. (JN)

Calculator activities and games are described for the topics of computation and estimation, measurement and geometry, functions, and problem solving and applications. (DT)

This study investigated the variation of meaning that may be assigned by students to instructional symbol systems. Toward this end, student interpretations of symbols employed to represent free fall in Boxer, a computational environment designed for innovative instructional activities in math and science, were analyzed. Four classes of…

This study compared intact beginning fifth grade classes in one of the districts in Shanghai, People's Republic of China to American Norms on the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics (KeyMath-R) and the Wide Range Achievement Test (WRAT-3). The review of literature contrasted the two cultures with regard to students,…

Results from testing long division with students from age 11 to Continuing Education were traced. A much higher percentage of wrong answers was given when there was an embedded zero in the answer. (MNS)

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

A framework is presented for integrating use of a microcomputer into a statistics unit. Descriptions of some programs suitable for the Apple microcomputer and ideas for lessons are included. (MNS)

Eleven questions, primarily dealing with the structure of the human body, are presented. In addition to a question on calculation of age in days, hours, minutes, and seconds, there are problems on the muscles, and the respiratory, circulatory, and skeletal systems. Answers to general questions are provided. (MP)

The view that the teaching and learning of mathematics should relate in some significant way to the teaching and learning of reading is promoted. (MP)

Results of a study conducted to gather information about calculator usage in Missouri schools are given. (MK)

Pumpkin seeds are counted after students convert pumpkins to jack-o-lanterns. Among the activities involved, pupils learn to count by 10s, make estimates, and to construct a visual representation of 1,000. (MP)

The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)