This book is the third in a series of family math books whose aim is to involve parents and their children in middle school mathematics. All the activities contained in this guide are based on the National Council of Teachers of Mathematics (NCTM) Standards, and most activities involve several integrated math concepts rather than isolated skills.…

The first article describes students' activities with tiling patterns and tessellations; the second discusses the use of balances and weights as an approach to number concepts. (DT)

Specific examples of activities that have been effective in classrooms are described. (LS)

Computer games and tutorials for young children are reviewed. These include mathematics and language games, alphabet and number/counting primers, music games, and an arcade game. Program name, format, language, current price, manufacturer, and description are provided for each program reviewed. (JN)

Describes work with kindergarten children to improve their development of estimation, decision making, divergent thinking, directionality, numerical concepts, and creative problem solving skills through learning to program and control the robot Big Trak, a truck which moves along the floor in response to their commands. (EAO)

Experiences with complex numbers and graphical representations of them are discussed, with a program for a microcomputer. (MNS)

A set of three worksheets is provided, along with a guide for the teacher. Using manipulative materials, students investigate the difference between the consecutive sums of the numbers along the three sides of a triangle. (MNS)

The following ideas are presented: (1) an approach to exploring some of the patterns of prime numbers as a junior high activity; and (2) an informal introduction to continuity functions that uses pictures to represent simple physical situations, with suggestions for follow-up exercises. (MP)

A sequence of seven graphing activities is suggested for developing both prenumeration and numeration concepts and skills. (MP)

Appropriate mathematical competencies for children of ages two, three, four, and five are presented. It is suggested that mathematics programs for young children be action oriented. (MP)

Reasons for poor performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised were examined, using learning disabled (LD) children who performed poorly on the test, LD children who performed normally, and average children. One LD group was unable to establish mnemonic codes for familiar auditory stimuli.…

The author describes a dialogue with his three-year-old daughter about numbers. He discusses aspects of mathematics education and how his views about how students acquire mathematical knowledge have changed. (MP)

The role of mathematics education in the elementary school classroom over the next few years is reviewed. The need for extensive reform is emphasized, especially the inclusion of noncomputational number concepts. (MP)

Several types of problems designed to provide opportunities for mathematically able students to do original and analytic thinking at grades 3 and 4 while reinforcing numeration and computation skills are presented. (MP)