Helping teachers to build a strong bridge from concrete experiences to algorithms is the focus. A detailed sequence of activities is described. (MN)

Examples are given of several compound games of strategy that involve mathematical theory and provide new bases for understanding and axiomatizing the concept of "number." (MN)

The author argues the place of mathematics games as an integral part of curriculum materials. He describes one such game intended to give practice in the arithmetic of positive and negative numbers and the substitution of such numbers in algebraic expressions. (MN)

An exercise is presented for the purpose of understanding and determining area which involves using a balance as opposed to algorithms or computation. (MN)

Methods that have been used with a high degree of success in correcting errors in subtraction are discussed. (JT)

The authors propose that electronic calculators can be perceived as function generators rather than mere computational aids and can be used to investigate function concepts such as domain, range, composition, inverse, correspondence and so on. (MN)

A game for two teams employs dice, meter sticks, and Cuisenaire rods. The game gives practice in number facts, regrouping, and use of rods; it can also serve as an introduction to the metric system. (SD)

Games which use dominoes, dice, and playing cards to promote computational skill are described. (SD)

Reports on a study to determine the development of children's understanding of seven properties of the arithmetic mean and to assess the effects of material used in the testing and the medium of presentation. Some differences were found in children's reasoning. No significant differences were found for materials or medium of presentation. (PK)

Described is a model for teaching improper fractions and mixed numbers and some activities for working with them at the precomputational level. (PK)

The Tactile Diagrams Research Project at Loughborough University of Technology (England) developed 164 tactile diagrams for teaching 22 biological themes to blind students. Evaluation of the diagrams found most to be effective when properly introduced to students, and used with supporting text or tapes. (CB)

Beginning with the description of computation using fingers, the role of manipulative materials in mathematics learning is discussed. Some research findings are summarized, and types of manipulatives are described. Use of manipulatives with textbooks and appropriate age levels are also considered. (MNS)

Describes activities which involve a four-step approach for using manipulative materials to develop some fundamental concepts in probability and statistics while using ideas about fractions, ratios, proportion, and percentages as an integral part of problem-solving investigations. Steps include introducing the model, establishing a recording…

Use of manipulatives in teaching mathematics to the learning handicapped and mathematically gifted students is discussed. Includes a six-step sequence which has proved helpful in work with most learning handicapped students and a list of mathematical concepts/terms that can be developed using manipulative aids with the gifted students. (JN)

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)