Explored whether a system between written place-value system and base-10 manipulatives helped children understand place-value. Found evidence that the intermediate system helped children differentiate between face values and complete values of digits in multidigit place-value number representations, and to grasp that the sum of the digits'…

Describes kindergarten teachers' discussions revolving around the strong statement about what children know before they enter kindergarten, the focus on the number strand, the importance of communication in mathematics and the unique communication issues pertaining to young children, and the necessity of offering appropriate support for parents of…

Introduces the Fibonacci sequence using examples from nature. Describes some fascinating mathematical patterns using multiples and GCFs that exist among these numbers. (KHR)

Discusses the Tiles and Sides problem from the December 2000 issue. Indicates that this problem is accessible to students at different grade levels. Presents samples of student responses and their teachers' analysis. (KHR)

Investigates and explores questions and activities related to using a calendar. Students explore number sense and operations, logical reasoning, data analysis, probability, and algebra. (Author/NB)

Investigates and explores questions and activities on pets. Students explore number sense and operations, logical reasoning, data analysis, and algebra. (Author/NB)

Discusses a strategy for clarifying students' understanding of decimals, improving their ability to read decimals, and increasing retention of decimal skills. (YP)

Mathematical methods are used to study certain related Logo procedures in detail. Simple procedures with known properties are then used to build the higher-level procedures which correspond to higher-level mathematical concepts. Examples are from introductory aspects of number theory. (MNS)

Why a computer error occurred is considered by analyzing the binary system and decimal fractions. How the computer stores numbers is then described. Knowledge of the mathematics behind computer operation is important if one wishes to understand and have confidence in the results of computer calculations. (MNS)

Analyzes three textbook series to find what meaningful learning experiences with fractions the books offer relative to modes of representation, pictorial models, qualitative reasoning, and students' informal knowledge of partitioning. Discusses implications for teacher use, including supplementation, teacher-support materials, alternative…

This article proposes use of a restructured hundreds chart that involves a right-to-left sequence of numbers (similar to the direction of computations) and inclusion of zero. Specific instructional activities using the restructured chart are suggested for teaching such skills as counting, number identification, numerical relationships, place…

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

Assesses the competence of children (N=215) between the ages of 5 and 9 at addition by asking them to estimate the answers to addition sums. Reports that children at higher levels tend to produce more reasonable estimates than children at lower levels. Discusses the existence and nature of a zone of partial knowledge and understanding. Contains 31…

Presents an activity that integrates music, dance, and mathematics. (ASK)

Discusses the use of quick-image activities in which the teacher flashes one particular image consisting of dots on the overhead projector screen for three seconds, hides it from view, then asks students to tell how many dots were shown and to describe what they saw. (ASK)