How to play the medieval game of Rithmomachia, the battle of rhythms, is described. It is really eight games played with one set of rules. (MNS)

Two methods (one probably used by Gauss) to find the sum of the first hundred counting numbers are noted, followed by a procedure developed by a seventh-grade girl. (MNS)

An interesting, alternative proof for an arithmetic series is developed in detail. (MNS)

Results obtained from investigating number properties are discussed, along with six points that are felt, in general, to be the ingredients necessary for a successful learning experience. Two programs written in BASIC designed to aid in aspects of Number Theory are included. (MP)

Three- to 7-year-old children were trained through reinforcement to select the more or less numerous of two rows of squares. All children successfully judged relative numerosity when number covaried with length or density, but only concrete operational children were successful when numbers did not covary with other dimensions. (Author/DB)

Very specific suggestions for teaching subtraction facts using addition are given. Several activities are suggested. (MK)

Focuses on two issues pertaining to the regular-random numerosity illusion (RRNI): its occurrence in young children and the existence of a developmental trend. Subjects were children from grades two, five and eight. (CM)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

A short history of the evolution of the calendar is given. Calculations with various time periods are given. (MK)

The "magic" paradigm was devised to assess conservation of number in young children. Subjects were 32 three- to four-year-old children. (MP)

A problem concerned with a ball on a billiard table is discussed. A theorem and corollaries regarding the path of the ball are formulated and proved. (MK)

An investigation of these numbers is shown to give students an opportunity to make use of such mathematical skills as algebraic substitution, modular arithmetic, counting arguments, and mathematical induction. (MP)

Two algorithms are developed for finding the square roots of numbers. One is based on the rule that x square is the sum of the first x odd numbers; the other is algebraic. (MP)

A number of activities are suggested that provide motivation and increases the confidence of students involved in practicing numerical skills. (MP)

Some of the most important types of arguments used in mathematical proofs are pointed out, with examples drawn entirely from work with numbers. (MP)