An investigation was conducted with 200 first-grade students to determine whether language is a major factor in conservation of number experiments. It was concluded that language was not a major factor. (RP)

Elementary notions to (1) clarify meaning of "set , (2) suggest why the notion of set is an important one, and (3) give some hints as to how a teacher might use the word in the classroom. (RP)

Describes a new nonverbal method of teaching mathematics that was designed and tested with first grade children in a school in a disadvantaged area in New York City. (RP)

First-grade children mastered 72 of 100 addition facts by the middle of the grade, with mastery being defined as a two-second response to a given addition fact. A sequence of activities is presented that serves as an outline of the approach taken. (JN)

This manipulative model using counters involves balancing the number of counters on either side of the equals sign. (MP)

A research study with first-grade pupils considered the effect of conservation and transitivity on learning the concept of measurement, and provided insights into the processes children use to solve measurement problems. The tasks, reactions, and implications for instruction are discussed. (MNS)

Calculator activities for grade 1 are presented. Included are introductory activities, such as keying and finding patterns, and skill lessons, with such topics as ordering number, greater than and less than, estimation, and problem solving included. (MNS)

The importance of encouraging students to think about their actions in playing educational games is noted. A game is presented with mathematical topics that could be explored and variations on the game described. (MNS)

Lessons for first-grade students deal with the numbers five and six. How groups of five and six differ is the focus of the comparing and counting activities. (MNS)

The interpretations by first graders of mathematics illustrations designed to teach relationships between sets are reviewed. (MP)