In a three-year cumulative study, more than 1,000 children were observed either in randomly arranged preschool classrooms or in classrooms deliberately arranged to promote learning. Creativity, oral language use, and development of science and number concepts were significantly higher for children in the specially planned classrooms. (Author/SJL)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)

Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)

Three teaching ideas are discussed: the improvement of ditto reproduction, and exploration of congruent triangles, and an intuitive introduction to the concept of limit. (MP)

A lesson for secondary mathematics pupils on prime numbers designed to capture student interest is presented. The emphasis is on developing lessons that act as motivating forces in the classroom. (MP)

Two posters that can be used to provide experience in recognizing patterns in sequences of numbers are provided. Suggested number sequences for different grade levels are given. (MK)

Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)

First- and second-grade students given instruction on length performed better on tests of seriation than students not given this instruction. (SD)

Organizing, storing, and using materials for classroom games are discussed. Materials and directions are listed for three strategy games, three whole number games, three fraction games, and three geometry games. (DT)

Contrasts student achievement using commercial curricula (CC) for initial fraction learning with that of using the Rational Number Project (RNP) fraction curriculum. Indicates that students using RNP materials had statistically higher mean scores on concepts, order, transfer, and estimation. Interview data showed differences in the quality of…

Examines the performance of children in different grades as they attempt to solve simple equations involving addition and subtraction of integer numbers. The extended task involves creating a story that matches the equations. (DDR)

This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…

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)