Three types of arithmetic algorithms are discussed and compared. These are algorithms designed to get the right answer, computer algorithms, and algorithms designed to get the right answer and understand why. (MP)

Suggestions for outdoor mathematics activities include six each for primary-age and intermediate-age children. (MK)

The authors develop the idea of Niven numbers and discuss their potential usefulness in the classroom. A computer program to generate Niven numbers is provided. (MK)

This discussion of decimals covers topics such as place-value, zero, the decimal indicator, grouping, the metric prefixer, and rules for interpreting dimensions. (MP)

A number of mathematical games, tricks and puzzles, are described as a way to make drills for elementary school students as interesting as possible. (MP)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)

In this second article on flow charts, examples of pictorial and verbal flow charts are given, rules for constructing a flow chart are listed, and sample numerical flow charts are provided. (DT)

The author argues that the combined effects of adoption of the metric system and the popularity of hand calculators will necessitate curricular changes. Among these will be earlier and stronger emphasis on decimals as well as the introduction of new topics. (SD)

Evaluated the psychometric utility of a home literacy environment measure. Examined the measure's accuracy in predicting unique variance in children's performance on academic achievement measures after accounting for other important sources of variance, such as IQ and maternal education. Claims that this measure is psychometrically strong and…

Argues that the use of number sense can assist learners in their understanding of and calculating in mathematics. Reports on those aspects that were investigated with primary teachers' preservice teacher education students (N=6) at the commencement of a semester unit in mathematics education. Concludes that the students had at least a limited…

Describes six key practices vital to a problem-centered instructional approach to number sense and computational strategies. Also presents actual classroom examples of strategies. (AIM)

Examined the change in number knowledge and number strategies from school entry to year end among kindergartners. Found a wide range of knowledge and a broad span of achievements at both times. Overall, many children displayed considerable numerical competence at school entry, most displayed marked improvement over the year, whereas a small…

Understanding of the cardinality principle in children with Williams Syndrome (WS) was compared to that of typically developing children. Findings indicated that such understanding was extremely delayed in WS children and only at the level predicted by their visuo-spatial mental age. Findings suggested that visuo-spatial ability played a greater…

Discusses how American and Canadian Indians created mathematical connections and the first numeration systems used north of Mexico. A listing of various tribes, their locations, and how their simple or complex methods of computing may have originated from establishing a correspondence between different parts of the body and quantities they wished…

Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)