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)

This study sought to identify prerequiste concepts for a child to perform length measurement meaningfully. Conservation of length and use of transitive reasoning were major areas identified. Implications for teaching are given, especially concerning the use of a number line as a model for presenting arithmetic operations. (LS)

A series of learning activities used in grades one and two to teach number conservation and arithmetic are presented in detail. The activity sequence is based on working with one-to-one correspondences for a lengthy period before introducing arithmetic operation. The author claims the approach is very successful. (SD)

Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)

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)

Proposes that teachers should examine the elements of mathematical understandings that precede conservation and one-to-one correspondence and tailor classroom instruction to benefit both conserving and nonconserving students. (PK)