A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

Techniques that can be used in solving various mathematical problems are illustrated by an optimization problem and the accompanying model and solution. (MP)

The author offers a new puzzle requiring that the mixed set containing all the members of the set of trihexagons and the set of tetrahexagons be fitted inside a star-shaped outline. (MN)

A successful method for teaching place value is described. (JT)

Guidelines for teachers to better use manipulatives in the teaching of mathematics to learning disabled learners are offered including a rationale for manipulatives, selection crteria, principles underlying productive use of manipulatives, and making the transition from the concrete to the symbolic. Suggested materials and distributors are listed.…

Maintains that early childhood teachers should provide young children with creative, stimulating, and manipulative (hands-on) experiences rather than workbook pages in early mathematics programs. Presents reasons and corresponding counterpositions for using workbooks and suggests sample activities which teachers can use to make mathematics more…

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

The computer can be an effective mathematics teaching tool when combined with concrete learning materials. To be used properly in the classroom, the computer should emphasize thinking skills rather than repetitive drill and practice. (DF)

A developmental sequence of activities is presented that introduce children to linear measurement and the use of rulers. Activities enable children to understand the nature of measurement, the construction of a ruler, and how rulers simplify measurement. (MNS)

Tactile learning activities generated positive evaluative attitudes in fifth-grade learners toward geography. These learners did better academically when their competence was measured by content tests. (RM)

Twenty-nine students in grades four, six, and eight were asked to find solutions to fraction equivalence problems and to verify their solutions using discrete material. Discontinuities were observed between strategies students used for producing solutions and supporting knowledge grounded in physical reality. (Author/MNS)

How the manipulative aid called the "10 frame" can be used to teach the number combinations for 10, the addition facts that bridge 10, and the place value nature of our number system is described. (MNS)

Plans are given for the construction of a "counting frame." This device consists of beads strung on a wire and used as a counting aid. (JP)