Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

Mathematics textbooks tend to provide testing rather than teaching situations because of their heavy emphasis on symbolism. This article offers manageable ways to sequence mathematics instruction so that there are connective links from one level of understanding to the next. (JMF)

Presents a list of topics that are considered desirable for the majority of students to be exposed to in elementary school. Sample items from a test to be given to students entering secondary schools are also presented. (MK)

Directions are given for an activity in which students are introduced to infinite geometric series. (DT)

Explores the mathematical abilities of human infants compared with various species of animals. Studies indicate that human infants enter the world capable of doing simple mathematical operations. Nonhuman animals can discriminate among sets of objects based on the number of items in each set. Further studies may pinpoint the age at which children…

Presents a unit of study for middle school mathematics that investigates number bases and their emerging patterns as a means to revisit the base-10 system. Describes how the unit incorporates recording, viewing, discussing, and journaling aspects. (SR)

Describes LOGO's turtle graphics capabilities based on a sixth-grade classroom's activities with negative numbers and Logo programming. A sidebar explains LOGO and offers suggestions to teachers for using LOGO effectively. (LRW)

Examines Australian students' conceptions of ordering decimals. Fifty secondary students studied over 12 months showed little change in their misconceptions. Whole number misconceptions are important in earlier years but disappear with time. The fraction misconception persists however, being displayed by approximately 20% of year 10 students. The…

This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)

Hebrew-speaking fourth and seventh graders from lower middle-class backgrounds were tested on gender markings of numerals in two situations involving monitored and unmonitored situations. Results indicated the disappearance of gender agreement in Modern Hebrew numerals and a re-analysis of numeral suffixes by speakers. (Author/JL)

Describes a low-tech, hands-on activity to improve student understanding of irrational numbers. Each student creates a number line from adding machine tapes and uses a square and a precisely folded triangle as the only measuring device. (KHR)

Discusses the use of spreadsheets for mathematical problem solving to help develop higher-level-thinking skills and foster an experimental attitude toward learning mathematics. An example is given of middle-school and high-school students investigating a number-structures problem. (LRW)

Addresses the importance of making sure students clearly understand decimal numbers and their names. Discusses decimal notation and how students can be helped to construct meaning for decimal numbers to aid them in developing a sense for the sizes of decimal numbers. Concludes with two action research ideas. (AIM)