A group of 31 institutionalized retarded adolescents responded to 18 conservation of number tasks. (Author)

This study investigated whether 4- and 5-year-old children can evoke and use kinetic imagery and whether the ability to use kinetic imagery depends on the attainment of concrete operations. Results yielded no evidence of association between kinetic imagery and conservation. (Author/JMB)

When adults judge which of two digits is numerically larger, their response times decrease linearly with the numerical difference. For fourth- and seventh-grade children, the slope of the function relating judgment time to numerical difference is similar to that of adults, but much steeper for kindergarten and first-grade children. (Author/JMB)

Discusses a study of a reinforcement program using a multiple baselin design to teach number names to a learning disability student. Results indicated that a classroom teacher can design and implement a methodologically sound, practical, and effective behavior change program. (JM)

Establishes two categories of numbers: (1) relatively frequent numbers and (2) relatively infrequent numbers. The numbers in the first group are manipulated by people and depend, at least to some degree, on memorization; those in the second group are essentially machine inputs. Examples of the first group are examined. (SED)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

Plastic Easter eggs are useful devices for teaching basic mathematics skills, from counting activities to graphing. Eggs are used to reinforce addition, subtraction, and multiplication skills; column addition, estimation, statistics, and other topics are introduced. Sample activities are described. (JL)

Computational algorithms from American textbooks copyrighted prior to 1900 are presented--some that convey the concept, some just for special cases, and some just for fun. Algorithms for each operation with whole numbers are presented and analyzed. (MNS)

Presents six mathematical problems (with answers) which focus on: (1) chess moves; (2) patterned numbers; (3) quadratics with rational roots; (4) number puzzles; (5) Euclidean geometry; and (6) Carrollian word puzzles. (JN)

Case studies describe the positive responses of two elementary learning disabled students involved in an experimental number fact program. The program emphasized development of strategies matched to individual learning needs in a nontraditional approach to the organization of addition facts. (Author/CL)

Speech-action coordination in 100 three and four year olds was measured according to a modified version of Wozniak's hammering-board task. Four instructional conditions (instructional, demonstration, vocalization, no vocalization) were presented in a numerical task ("Hit four times") and in two spatial tasks: three-color ("Hit red,…

A general method and a variant for divisibility are presented, with specific examples. (MNS)

Third- and fourth-grade students were introduced to palindromes (numbers that can be read the same both forward and backward). The types of problems that they generated, investigated, and solved are presented. (JN)

Some lesson ideas with magic squares are given. The parametric form of three-by-three and four-by-four squares are each discussed and a worksheet is included on doing and making magic squares. (MNS)

Fifteen trainable mentally retarded students (four-six years old) were generally capable of rule-governed and other counting skills, and some could mentally compare numbers and choose the larger. Some Ss demonstrated a basic form of problem solving: they used the addition identity and commutativity principles to shortcut computational effort.…