Presents an issue that arises in every country: How can teachers best help children master basic addition and subtraction facts? Discusses how this is handled in China and highlights the impact that language has on how children think about numbers. (KHR)

Explores how to use Gardner's Multiple Intelligence theory to help students' master multiplication. Focuses on helping children use their different intelligence strength to attain conceptual understanding of multiplication, develop their own thinking strategies for harder facts, and build mastery through practice and problem solving. (KHR)

Described is a study designed to extend a theoretical model of children's progression from a perceptual to an abstract concept of number. The implications of this research for the design of mathematics curricula are discussed. (CW)

Explored are various aspects of drawing graphs on surfaces. The Euler's formula, Kuratowski's theorem and the drawing of graphs in the plane with as few crossings as possible are discussed. Some applications including embedding of graphs and coloring of maps are included. (YP)

Investigated whether second grade children were aware that dealing without counting was sufficient to ensure equality of shares in a discrete sharing situation. Seventeen children were interviewed after watching a videotape of preschooler's actions on sharing activities. (YP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

What is number sense, why it is important, how it is taught, and how it is measured are each discussed. Examples with concrete materials, calculators, and pattern recognition are included. (MNS)

The focus is on number sense in which students use the language, concepts, and operations of mathematics to find the desired numbers on a hundred chart. Worksheets for levels one-two, three-four, five-six, and seven-eight are included. (MNS)

Briefly presented are suggestions on using exercises in number patterns in second-year algebra and factoring quadratics in a 10th-grade enrichment class. (MNS)

Research findings on decimals and money are briefly summarized, followed by suggestions for classroom use. (MNS)

Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions for three weeks. Students overgeneralized the meanings of symbolic representations for whole numbers to fractions and vice versa. (MKR)

Describes the data collection and interpretation project of primary grade students involving predicting, graphing, estimating, measuring, number problem construction, problem solving, and probability. (MKR)

Investigated the continuous fraction concepts of (n=59) students in grades four, five, and six. Students were confident and accurate when performing sharing tasks, but were much less successful on continuous quantity tasks involving formal fraction language and symbol manipulation fraction tasks. (14 references) (Author/MKR)

Stimulus control technology was used to instruct seven students in grades five and six who demonstrated difficulty with fraction ratio and decimal relations. Students were trained to match pictorial representations of fractions to printed counterpart fraction ratios and to match printed decimals to pictorial representations of counterpart…

Discusses weak links in children's developing power in counting. Presents assessment information for mathematics curriculum planning and activities embedding the subskills of counting into daily routines. (MKR)