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)

Explores abundant numbers and presents a proof that abundant numbers of every order exist. Readers are encouraged to use the included computer program to explore abundant numbers for themselves, look for patterns in the output, and consider further questions. (Author/MKR)

Observations of five-year-olds (n=6) about their understanding of base 10 and numbers greater than 20 showed that although these students did not have adequate skill in use of the base 10 number system to count by 10s, they did demonstrate concepts about big numbers. (21 references) (MKR)

Examines infinite sets and cardinality classifications of empty, finite but not empty, and infinite through discussions of numbers that fall into particular categories. Categories discussed include perfect numbers, Mersenne primes, pseudoprimes, and transcendental numbers. Discusses the Null Or Infinite Set Effect (NOISE) and infinitude resulting…

Shares a coded version of the number line to provide concrete experiences for learning abstract concepts. Using the fundamental theorem of arithmetic, appropriate coded symbols are determined for the prime factorization of each natural number and used to study the concepts of greatest common divisor, least common multiple, square roots, and…

Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)

This article compares the relative merits of using Cuisenaire rods (unsegmented, unnumbered, and representing continuous quantities) and number sticks (segmented, numbered, and representing discrete quantities) to introduce number and arithmetic concepts to beginning students or students with learning difficulties or mental disabilities. (DB)

This article (1) provides a review of "Anno's Counting House," a wordless picture-story and game that engages children in thinking about numbers; and (2) examines a classroom activity from which children learn that the same data, graphed differently, may support a variety of conclusions. (GLR)

Presents activities on writing and learning about cuneiform numerals and some mathematical and numerical topics in the context of Mesopotamian culture. Includes resources for further reading. (ASK)