The status of mathematics instruction, especially in the elementary school, is discussed. A meaningful, holistic approach is advocated, rather than an emphasis on rules and procedures. (MNS)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

Discusses the interpretation given to the multiplication symbol ("x") in elementary school textbooks, the meaning of multiplication, and how it should be introduced to children. Also considers several aspects of multiplication, including: (1) equal steps on a line; (2) the array; (3) equal groupings; and (4) allocation (rate). (JN)

Magic can stimulate children to think creatively and retain what they learn. This article offers tips and step-by-step instructions to bring magic into the classroom. Children learn scientific principles, are required to read and follow sequential instructions, and are encouraged to stand in front of the class. (MT)

Some children ignore traditional methods and use intuitive math shortcuts. This demonstrates an understanding of the structure of numbers that should be cultivated in every child. Teaching strategies and shortcuts can nurture this intuitive understanding and give children real insight into numbers. (MT)

The focus is on the problem-solving strategy "write an equation." Other topics to develop problem-solving skills are included. (MNS)

Solving a problem using the work-backward strategy is discussed, with tips on other facets of problem solving. (MNS)

Presents answers to 11 basic questions for teachers involved in science fairs. Selection of topics, judging criteria, parental cooperation, project safety, state/national competitions, and other topics are addressed. Each answer includes references to other related literature. (DH)

Learning theories and evidence from research and classroom practice support use of manipulative materials to help children learn and understand mathematics. Well-chosen and properly used manipulatives enhance children's learning, generate interest, relieve boredom, and promote problem-solving and computational skills. (JN)

Those who decide to keep a child in an elementary grade for an additional year do so despite very persuasive research evidence that negative effects consistently outweigh positive outcomes. Retention suggests the student is solely responsible and is therefore a punishment rather than a solution. (MT)

Examines the nature and use of open (divergent) questions with elementary school children. Includes the teacher's role, "think time," and the types of answers that students can be expected to give. (JN)

A fraction table consists of a large number of lines taped to a table. Strips of paper that represent fractions can be manipulated on it to solve problems. Uses of the table for discovering fractions are discussed, considering equivalent fractions and adding, subtracting, multiplying, and dividing fractions. (JN)

Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Recognizes elementary teachers' lack of training in art education and presents approaches to aid them in art instruction. Discusses types of art and projects that can be implemented in the classroom to give students an appreciation for a wide range of art. (DMM)

Graphs are used to help students keep records of their scores as they learn the basic facts. (MNS)