Ways in which parents, the media and commercial educational materials contribute to the development of erroneous number concepts in pre-school children are identified. Cautions against these practices are suggested which include the use of more than one set of numerals for representing numbers. (JP)

This is one in a series of manuals for teachers using SMSG high school supplementary materials. The pamphlet includes commentaries on the sections of the student's booklet, answers to the exercises, and sample test questions. Topics covered include history of numerals, the decimal system, expanded numerals and exponential notation, numerals in…

This is one in a series of manuals for teachers using SMSG high school supplementary materials. The pamphlet includes commentaries on the sections of the student's booklet, answers to the exercises, and sample test questions. Topics covered include addition, multiplication, operations, closure, identity element, mathematical systems, mathematical…

The material in this booklet is designed for non-professional mathematicians who have an interest in the theory of numbers. The author presents some elementary results of number theory without involving detailed proofs. Much of the material has direct application for secondary school mathematics teachers. A brief account of the nature of number…

Five reports from a 2-year study are presented. Frequencies and descriptions of systematic errors in the four algorithms in arithmetic were studied in upper-middle income, regular, and special education classrooms involving 744 children. Children were screened for adequate knowledge of basic facts and for receiving prior instruction on the…

The teacher's guide for Unit 8 of this SMSG series covers the two chapters on the real number system and on area, volume, and computation. The overall purpose for each of the chapters is described, the prerequisite knowledge needed by students is specified, the mathematical development of each chapter is detailed, behavioral objectives are stated,…

Number bases other than ten can be introduced effectively by presenting fictional civilizations which use them. (SD)

A concrete approach to prime numbers is presented using rectangles and triangles to construct a building for each number so that each story represents a pair of factors and the triangular-shaped roof represents the number. (MP)

Four elementary mathematical games and three parodies of Poe's "The Raven" are presented. (BB)

Patterns and relationships found in the multiplication table of the numbers zero through nine are discussed as a means to helping students understand certain concepts. (MP)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

Three worksheets explore perfect, deficient, abundant, and amicable numbers by attaching mystical connotations to numbers and their divisors. (JT)

Described are children's strategies in thinking about fraction order and equivalence. The data are based on two teaching experiments with fourth and fifth-grade children. Some sample activities for teaching order and equivalence are included. (RH)

The development of a quantitative concept of rational numbers was explored in interviews with 16 fourth and fifth graders in two cities. High performers used a flexible and spontaneous application of concepts of rational number order and fraction equivalence, and a reference point, while low achievers tended not to. (MNS)

The place of binary arithmetic in the curriculum is discussed, then uses of binary coding for methods of automatic error correction in computers and calculators are analyzed. (DT)