Examines the factors influencing the use of a plan by four- and five-year-old children to judge the relative number of two sets by one-to-one correspodence. Results suggest that most children have one-to-one plans in long-term memory by age four. (Author/RWB)

Described is a study designed to extend a theoretical model of children's progression from a perceptual to an abstract concept of number. The implications of this research for the design of mathematics curricula are discussed. (CW)

Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

Two major ways to view the numbers to 100 are counting by ones and grouping by tens and ones. Research suggests that early understanding of numbers comes from counting and that place value instruction cannot be hurried. (PK)

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)