Discusses flexible polyhedrons, called flexors, that can be bent so that the faces stay rigid while the angles between them seem to change. Presents models representing flexors and directions on how examples can be constructed. (MDH)

Discusses the role of concrete materials in teaching for understanding, including research on the use of concrete materials, seeing mathematical ideas embodied in them, and identifying what teachers want students to understand. (Contains 16 references.) (MKR)

Presents activities involving multiple embedded figures beginning with the problem of counting the number of squares on a checkerboard. Offers several extensions and assessment suggestions. Includes student worksheets. (MKR)

A study that revised and validated the criterion-referenced mastery measurement (CRMM) constructed specifically for the capillary melting point determination technique (CMPDT) is described. The methods, results, and conclusion are included. (KR)

Some of the underlying values associated with particular beliefs a teacher held about the teaching (and learning) of reading are delineated. Also delineated is how those beliefs changed when the teacher personalized and constructed new visions of her role as teacher through critical reflection. (KR)

The issue of division by zero is discussed. Activities that cover the topics of measurement division, partition division, relationship to fractions, confusion with dividing into zero, dividing zero by zero, and relation to more formal numbers are presented. (KR)

Describes a way to teach secondary teacher education majors to use simple manipulative objects to teach a few vocabulary concepts in their content area. (SR)

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)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

Discusses the renewed interest in clay as a modeling compound in early childhood programs; describes the nature of clay and presents a working vocabulary. Suggests methods of working with clay, including introducing clay to children, discovering its uses, clean up, firing clay, and finishing baked clay. Includes activity suggestions and…

Describes the use of unit blocks with young children in early childhood education (ECE) settings to expand all areas of the curriculum. Discusses the origin of blocks in ECE programs, presents developmental stages of block play, describes children's building styles, and makes recommendations for getting started in block play for children of…

Describes a project to develop a lending library to support and extend the elementary mathematics curriculum with the goals of implementing the National Council of Teachers of Mathematics (NCTM) connections standards; enhancing parental involvement in mathematics learning; encouraging active, hands-on approaches to mathematics at home; and…

Identifies ways for children to learn about shapes through hands-on activities. Offers activities specifically for infants, toddlers, preschoolers, and school-age children. (DLH)

Young children do science exploration and observation every day in their play. They spontaneously engage in parts of the scientific inquiry process--wondering, asking a question, planning how to answer the question, documenting their work, thinking about what happened, and sharing their results with others. Conducting an entire experiment is…

This elementary activity follows the 5-E Learning Cycle as described by Bybee et al. (1989) and integrates literature from Dr. Seuss. Students observe and identify characteristics of several slime substances and must make comparisons to determine which one most closely resembles the slime substance described by Dr. Seuss. To maximize this…