The author examines a well known number trick, in other number bases, and finds that equivalent results arise. (CT)

The study of number bases, facilitated by programing a microcomputer, helps students make mathematics discoveries. Several programs are given and discussed. (MNS)

Presents an insightful approach to algebra that enhances both personal and classroom communication through the process of solving a linear equation. (KHR)

A series of problems involving number theory, the law of cosines, and geometric interpretations of solutions to equations is discussed. (SD)

The author observes that checking the closure property is redundant for most number systems and therefore hard for students to understand. He defines several systems which are not closed, develops two concepts related to closure, and provides many related examples. (SD)

Presents an activity using fractal cards--eye-catching pop-up cards--by applying simple iterative processes to single sheets of paper. This activity incorporates the concepts of measurement, number systems, sequences, series, limits, recursion, iteration, self-similarity, and fractional dimensions. Contains 12 references. (ASK)

Patterns emerging when two-digit numbers in various bases are operated on by squaring and summing the digits. (SD)

The history of Hawaiian number systems is examined, and answers to questions regarding Hawaiian number words, including their origin and factors that influenced their development, are covered. A brief guide for pronouncing Hawaiian words is also provided. (MP)

A square-dance number is defined as an even number which has the property that the set which consisted of the numbers one through the even number can be partitioned into pairs so that the sum of each pair is a square. Theorems for identifying square-dance numbers are discussed. (YP)

Shows numeral systems using base-10 positional systems currently in use in other countries. Describes two of the systems, Arab and Nepalese, and one, Chinese, that operates on a different principle. Provides references for getting more information about diverse numeral systems. (YP)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)

Suggests that good number sense is fundamental for success in estimation, approximation, and problem solving. Further, large-number concepts are appropriate for development in upper elementary school, high school, and beyond. Presents examples to enhance a sense of large numbers in middle and high school students. (PK)

Observation of patterns constructed on geoboards can lead to discussions of properties of primes, number sequences, and complex numbers. (SD)