Presents evidence from data on how well five first-grade classes did without any formal instruction showing that if children's numerical reasoning is strong, then formal instruction of missing addends is unnecessary. Explains the findings in light of Piaget's constructivism and discusses educational implications. (ASK)

Presents a teacher's experiences with teaching fractions by employing the constructivist approach. Concludes that children will go much further with depth, pleasure, and confidence if they are allowed to construct their own mathematics to make sense to them every step of the way. (ASK)

Advocated is the use of everyday games and situations instead of the traditional use of textbooks, workbooks, and worksheets. New goals and principles for the beginning arithmetic student are presented. Modifications of activities that promote the constructivist ideal are included. (KR)

Discussed is a constructivist view of mathematics education. The basic tenets and goals are described. The role of the student and teacher are highlighted. The constructivist and traditional views of instruction are compared and contrasted. (KR)

Developmentalists are convinced that within each young child a process of unfolding occurs to regulate learning in ways that make worksheets and the "force-feeding" of isolated skills inappropriate. Still, worksheets are enormously popular in early education, and math education assumes that number is learned through internalization. Why…