Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)

Describes how the Phi number and the Fibonacci numbers are generated. Some activities to examine the existence of the Fibonacci series in nature and music are also presented. (HM)

Describes number strips, arrow diagrams, and grids for number operations. Provides diagrams for the activity materials. (YP)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Discusses arithmetic during long-multiplications and long-division. Provides examples in decimal reciprocals for the numbers 1 through 20; connection with divisibility tests; repeating patterns; and a common fallacy on repeating decimals. (YP)

Describes properties of Fibonacci numbers, including the law of recurrence and relationship with the Golden Ratio. Discussed are some applications of the numbers to sewage of towns on a river bank, resistances in electric circuits, and leafy stems in botany. Lists four references. (YP)

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)

A student noticed an interesting fact about the base two numerals for perfect numbers. Mathematical explanations for some questions are given. (MNS)

Describes a number sequence made by counting the occurrence of each digit from 9 to 0, catenating this count with the digit, and joining these numeric strings to form a new term. Presents a computer-aided proof and an analytic proof of the sequence; compares these two methods of proof. (YP)

As students translate number words into the language of mathematics they explore number composition, equivalent expressions, and patterns in numbers and words. (MKR)

The history of Hawaiian number systems is examined, and answers to questions regarding Hawaiian number words, including their origin and factors that influenced their development, are covered. A brief guide for pronouncing Hawaiian words is also provided. (MP)

Presents examples of 3-by-3 and 4-by-4 magic squares. Proves that the numbers 1 to 10 can not be fitted to the intersections of a pentagram and that the sum of the 4 numbers on each line is always 22. (YP)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)