Abundant and deficient positive integers are investigated, with a computer program listed. (MNS)

License plates are used to give students experiences in solving problems, following directions, developing numeracy, and writing number sentences. Four activities for different levels are given on the four worksheets. (MNS)

Children used lunch milk cartons to form a cubic meter, then covered it with construction paper and drew squares to show that it contained one million cubic centimeters. (MNS)

A variety of activities and information about computers and programing are included. (MNS)

Compares the Genevan and Cattell-Horn theories of intelligence and describes both similarities and differences. Describes a study investigating the relation of the Piagetian operative level to the child's ability to use crystallized solution procedures (aids) in making elementary numerical comparisons. (HOD)

Possible stages in young children's use of the number line as an aid are described. The practice of using number lines in test items is discussed and criticized. Finally, the wider role of the number line diagrams in mathematics teaching is outlined. (MNS)

Three games in which the calculator plays an important facilitating role are presented. It promotes a "guess then adjust your guess" strategy. The games are described within the context of elementary, junior high, and secondary classrooms. (MNS)

Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)

Describes a process which allows students to explore repeating decimals without being inhibited by the limitations of the calculator display. In addition, the process can take some of the mystery from the decimal forms of rational numbers. (JN)

Ideas for teaching the concepts of percentage, recognition of patterns in percentages, percentage as a special ratio, ways of finding percentages, and fractional percentages are presented. (MNS)

Activities for selecting, naming, matching, recording, and reproducing fractions are presented, using a variety of illustrations and materials. (MNS)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Two computer programs are given to provide simulations, for any value of n, to keep count of the frequency of the first significant digit. (MNS)

Various types of computerized sorting techniques are demonstrated with cardboard materials children can manipulate. Bubble, ripple, and binary sorting are each illustrated. (MNS)

An example is given of how to help students who have obtained a correct answer by a wrong method. They are asked to suppose that a child has found an easy method for division, and eventually write a computer program to show the correct method. (MNS)