The introductory level curriculum guide for bilingual education for Spanish-speaking children in the Chicago public schools is divided into four difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of…

The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

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)

This is a reprint of an address given at the Christmas National Council of Teachers of Mathematics (NCTM) meeting in 1958. It provides a critique of elementary instruction and discusses the changes necessary. It calls for fundamental change in the concept of mathematics teaching. (PDD)

This book provides a comprehensive collection of 66 teaching strategies and ideas to help overcome problems with number, each linked to a specific kind of error described in the related manual. Most of these strategies are classroom-ready and easily implemented. Some are notes for the teacher to read and then plan activities accordingly, and many…

Discussion material and exercises related to pre-algebra groups are provided in this five chapter manual. Chapter 1 (mappings) focuses on restricted domains, order of operations (parentheses and exponents), rules of assignment, and computer extensions. Chapter 2 considers finite number systems, including binary operations, clock arithmetic,…

Difficulties that entering college freshmen showed on a mathematics assessment test are discussed. More students can perform decimal computation than can order decimals. The concept of equivalent decimals should be taught more carefully at every level. (MNS)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)

Describes the development, refinement, and validation of a framework for nurturing and assessing multidigit number sense in young children. Major constructs incorporated were counting, partitioning, grouping, and number relationships. The framework was validated through case studies of six first-grade children. (30 references) (MKR)

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)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

This article discusses the classroom use of discovery of number pattern. Provided are examples of a table of squares, multiplications of numbers, and algebraic expressions. (YP)

Presents activities developed for teacher training courses for the middle school level that integrate mathematics history with the selected topics of number systems, fractions, and geometry. The activities seek to give relevance to history and to motivate and deepen students' understanding of the evolution of mathematical concepts. (MDH)

Whenever teachers of young children get together there will be differences of opinion about how far children should be taught to count. Some will argue that the focus should be on small numbers to 9, building up the notion of what, say, the name 5 means, what it looks like, and how it can be represented. Others argue that with ice blocks retailing…

A study explored the effectiveness of an instructional approach designed to help students establish connections between their understanding of the decimal system and the stardard symbols and procedural rules used to solve decimal problems. Ten children each in grades 4 through 6 participated. They were individually interviewed prior to and six…