Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

Suggestions for designing a mathematics curriculum for academically gifted students are presented. The ideas for program design are divided into three areas: content, process, and acceleration. (MP)

A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)

If the principles of languages are applied to the learning of arithmetic, it appears that elementary grade pupils are being introduced to mathematical symbols at too early an age. (MP)

Proposed is a gradual transition from arithmetic to the idea of an equation with variables in the elementary grades. Vertical and horizontal formats of open sentences, the instructional sequence, vocabulary, and levels of understanding are discussed in this article. (KR)

Describes the Agam program, a 36-unit curriculum program to introduce students to basic visual concepts and that applies visual abilities and visual thinking to learning tasks. Describes two units at the third grade level, "Ratio and Proportion" and "Numerical Intuition," and makes observations of the students' learning. (MDH)

Discusses various research findings aimed at helping teachers provide a classroom climate which leads students to develop better number sense. Focuses on number and symbol meaning, including number size, place value, and fractions, as well as computation and computational estimation. (MKR)

Despite numerous recommendations, little has been done to integrate calculator use into elementary school classrooms. Cost, equal access, and the existence of computers are not obstacles to calculator use: our attitudes and beliefs are. What must be done to integrate calculators into the curriculum is outlined. (MNS)

A number of activities are outlined for the use of regular playing cards to teach and reinforce certain mathematical skills. (MP)

Details of a scope-and-sequence outline for problem solving in the elementary mathematics program of the Philadelphia School District are provided. The emphasis is seen to be on process rather than product. Information about the first 18 of 21 levels in the problem-solving strand is provided. (MP)

Rules are given for two games designed to help students learn the multiplication facts. (MK)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

Two metric measurement activities that also develop other mathematical skills are given. (MK)

Activities for reinforcement of whole number operations are provided through games that present strategic situations for children to use their computation skills. (JP)