Interrelationships between problem solving and number sense are discussed. Suggestions are given on helping children to search for a solution process and to reject unreasonable answers. The teacher's role in developing number-sense skills with problem-solving tasks is also discussed. (MNS)

Questions students raise about the meaning of zero to the zero power present an opportunity for mathematics teachers to involve students in active participation in exploring mathematical relationships. Calculators are the needed tool to make this exploration accessible to students. How they can be used is described. (MNS)

Presents lessons and reproducible student worksheets for grades three to four and grades five to six to investigate large numbers and comprehend their magnitude. (MKR)

Presents reasons for, and examples of, addressing environmental issues in secondary mathematics classrooms. (Author/MKR)

Examines ways to integrate a discussion of lotteries into a lesson on combinatorics and probability to enhance the teaching and learning of number sense. (Author/MKR)

Presents a summary report of a discussion subgroup of the Algebra Working Group at the Seventh International Conference on Mathematics Education held in Quebec City, Canada in August 1992. Argues that pre-algebra should be viewed as a continuation of arithmetic that asks different questions about numbers. (12 references) (Author/MKR)

Discusses some of the history of casting out nines and the controversy surrounding its use as a method of checking. (17 references) (MKR)

Discussed are two approaches to determining which regular polygons, either inscribed within or circumscribed about the unit circle, exhibit rational area or rational perimeter. One approach involves applications of abstract theory from a typical modern algebra course, whereas the other approach employs material from a traditional…

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)

An experimental elicitation task with children between the ages of 20 and 27 months shows that children learning Thai numeral classifiers begin with purely distributional information: specifically (1) that classifiers must appear in the postnumeral position, and (2) that classifiers comprise a conventional, closed set of words. (35 references) (JL)

Mildly retarded preadolescents received equality-rule training, or instruction in which identical or different numbers were applied to identical or different quantities. In tasks of conservation of number, length, weight, and volume, these preadolescents scored higher than did preadolescents who received other types of training. (BC)

The study compared the understanding of one-to-one, stable order, and cardinal principles of 15 children with Down syndrome and 15 preschoolers with similar language skills. No significant differences were found suggesting that developmental level rather than syndrome is associated with counting behavior. (Author/DB)

Investigates the question of how a set of examples for adding natural numbers can be extended in a unique manner ad infinitum using the framework of a neural network model. Discusses Wittgenstein's remarks on the foundations of mathematics. (Contains 11 references.) (MDH)

Presents an activity in which students try to find the least common multiple (LCM) for two numbers using calculators. (ASK)

Focuses on subitizing, the ability to recognize small numbers of objects. Discusses when and how it develops and whether it should be taught. Contains 31 references. (ASK)