Presents a teacher's journal that describes a third-grader's investigation of prime numbers including his communications with a university faculty member. (JRH)

Describes a problem that appeared in the April, 1999 issue of this journal and analyzes student responses and misconceptions. The problem concerns exponential progressions. (KHR)

Investigates 2nd and 3rd grade students' estimation of distances traveled during the summer. Uses concepts from measurement, approximation, number sense, and organizing and interpreting information. (KHR)

Presents responses to a problem that appeared in the May 2000 issue. The problem was to determine different ways to divide 8 cookies between 3 people. Includes student work from grades 1, 3, and 5. (KHR)

Presents several alternatives to customary algorithms for whole number arithmetic. Includes a brief history of each algorithm and discusses why each might be useful for particular kinds of children. (KHR)

Describes an activity in which students investigate patterns and discrete mathematics found in telephone numbers. (YDS)

Presents an historical lesson on the development of numbers and the special characteristics of zero. Includes activity sheets designed to help students focus their attention on the value of numerals including zero, place value, and operation with zero. (KHR)

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

Several schemes use modular arithmetic to append a check digit to product identification numbers for error detection. Some schemes are discussed, including ones for money orders and library books. Then a foolproof method is presented. (MNS)

Presents a project in which one science class, curious about large numbers, created one million marks on paper. Discusses other concrete representations of one million and other large numbers. (MKR)

Describes a history of magic squares from China, Holland, Rome, and Ethiopia. (MKR)

Discusses the history of different methods of representing numbers and how these representations facilitated counting and computing devices such as the abacus. (MDH)

Hypothesizes that various misconceptions held by students with regard to the mathematical set concept may be explained by the initial collection model. Study findings confirm the hypothesis. (Author/ASK)

Details some of the work done in the first three of six days of teaching with a group of 16 young students in July, 1993. Presents the work in the form of verbal exchanges in which the aim is to present students with some challenging questions outside their normal classroom experience. (Author/ASK)

Explains how number work in elementary school can be extended to prepare students for algebra. Suggests some practical strategies that focus on five aspects of number knowledge essential for algebra learning. (ASK)