Included are activities and guidelines which suggest ways to use large numbers in relative terms so that they can become more meaningful for elementary mathematics students. Several spreadsheet projects illustrate the incorporation of the recommendations from the NCTM Standards dealing with number sense. (JJK)

Discusses two mathematical ideas that come from the Incan and Mayan cultures: (1) the quipus, an Incan recordkeeping tool that encoded data via a logical-numerical system on spatial arrays of colored, knotted cords; and (2) the link between recording time and counting in the Mayan culture. (MDH)

Describes a study to determine middle school children's representational strategies to form part-whole or part-part relationships for relational numbers such as proportions, ratios, or fractions. Quantitative and qualitative analysis revealed that children prefer a part-part representation to solve relational quantity problems. (15 references)…

Presents a model of rational number using pairs of line segments which can embody ratios of numbers. Actions upon these segments can embody arithmetical operations. Discusses tasks in a computer environment for bringing out diverse algebraic and geometric meanings of rational numbers. (Contains 23 references.) (MKR/Author)

Quantitative literacy for students with deafness is addressed, noting work by the National Council of Teachers of Mathematics to establish curriculum standards for grades K-12. The standards stress problem solving, communication, reasoning, making mathematical connections, and the need for educators of the deaf to pursue mathematics literacy with…

Uses ancient Egyptian numeration system in a new setting to extend the concepts of base, place value, and correspondence. Discusses similarities and differences between the Egyptian and decimal systems. Students are asked to propose changes to make the Egyptian system easier. (LDR)

Observes several regular error patterns when a group of seven-year-old Italian children transcode arabic numerals to verbal numerals. Explains the development of transcoding ability by an asemantic model using production rules. Contains 15 references. (Author/ASK)

Presents educational games to promote mathematical reasoning and problem solving in the primary grades. Children take charge of their learning and create exciting challenges for one another. (ASK)

Presents evidence from data on how well five first-grade classes did without any formal instruction showing that if children's numerical reasoning is strong, then formal instruction of missing addends is unnecessary. Explains the findings in light of Piaget's constructivism and discusses educational implications. (ASK)

Describes the use of a variety of strategies to teach estimation and other mathematics concepts in an inclusive urban fifth-grade classroom. The collaborative program (involving the teacher, the mathematics consultant, and the special-education consultant) utilized cooperative learning, estimation techniques, calculators, graphic organizers, links…

Proposes and analyzes game design as a learning environment for students and teachers to build upon and challenge their existing understandings of mathematics,to engage in relevant and meaningful learning contexts, and to develop connections among mathematical ideas and real-world contexts. Contains 55 references. (Author/ASK)

Presents student responses to a problem appearing in the February, 1999 issue about mathematical patterns and number concepts. (ASK)

Presents a problem for grades 3-6 on number concepts and computation. Also provides guidelines for teachers to improve problem-solving practices in their classrooms. (ASK)

Two experiments investigated infants' sensitivity to amount of continuous quantity and to changes in amount of continuous quantity. Found that 6-month-olds looked significantly longer at a novel quantity than at the familiar quantity. Nine-month-olds looked significantly longer at an impossible event than at a possible event. Findings question…

Examines the differences in preservice elementary school teachers' perceptions between divisibility by two, or evenness, and divisibility by another number. Concludes that the equivalence of the number properties of being even and being divisible by two is not taken for granted; rather, the parity is often perceived as a function of the last digit…