One teacher's approach to the development of number sense while using calculators is outlined. The relationship between number sense and calculation is discussed. Teaching strategies and two worksheets used in this approach are presented. (CW)

Describes the steps for making overhead manipulative materials on base-10 blocks, colored chips, place-value charts, number lines, and grids. Suggests the materials, procedures, and uses. (YP)

The focus is on forming numbers to meet specific requirements. Careful reading of information and understanding of mathematical language are important to finding appropriate solutions. Worksheets are designed for levels one-two, three-four, five-six, and seven-eight. (MNS)

A generalization of the golden ratio is made, called the silver ratio. Some examples where the golden ratio appears are provided so that the silver ratio appears. (MNS)

Third graders decided to collect 10,000 objects, first determining how many each child would bring. Grouping and other activities were involved, and each child wrote about the experience. (MNS)

Three experiments explored the developmental relationship between counting and number conservation in children from three to six years old. Results indicated that there was a close relationship between the two; that only the oldest children gave evidence of conserving; and that, in general, there is evidence of protracted development in young…

Questionnaires were completed by 100 parents of kindergarten-age children whom the parents thought to be mathematically precocious. Five factors were found to characterize responses: (1) general intellectual factor; (2) short- and long-term memory; (3) rote memory; (4) spatial reasoning; and (5) specific relational knowledge. Parents were able to…

Presents strategies teachers have developed to provide an authentic use of mathematics that enhances children's autonomy in managing classroom activities, including recording and using data on attendance and choices for interest centers and using mathematics to distribute snack food and utensils. (MKR)

Investigation of the presence and effect of intuitive obstacles to the concept of irrational number in (n=30) ninth-grade, (n=32) tenth-grade, and (n=29) college students found that only some students manifest genuine intuitive biases. Most students were unable to classify numbers as rational, irrational, and/or real. (Author/MKR)

Discusses the problem-solving attempts of second-grade students while solving a rate problem. (MKR)

Discusses research findings that relate to teaching fractions for conceptual understanding. Gives teacher/student dialogues that illustrate the thought processes of students as they form part-whole and improper fraction concepts. (MDH)

Suggests structured investigations as a method of teaching mathematics to preservice elementary school teacher. Presents an example problem that asks students to determine the maximum number of regions that can be created by connecting any two points around the circumference of a circle. (MDH)

Presents three investigations that extend the problem of counting the number of squares on a grid in two dimensions to an analogous problem of counting the number of cubes in a three-dimensional cubic array. (MDH)

A constant time delay procedure was used to teach four adolescents with moderate mental retardation to select lower priced grocery items using an adaptive number line. Students reached criterion, maintained the skill up to 14 weeks after training, and generalized the skill from the classroom to a community grocery store. (Author/DB)

Using the notion of the difference between a number and its cube as a starting point, this article presents a wide range of mathematical activities at varying levels of sophistication utilizing numerical, intuitive, and graphical approaches. (JJK)