In this article, the author uses a range of simple materials to facilitate students' understandings of measurement concepts. The six activities presented are essentially about looking at different configurations of a given volume. (Contains 6 figures.)

Children's natural curiosity about numbers, big and small can lead to exploring place-value ideas. But how can these abstract concepts be experienced more concretely? This article presents some practical approaches for conceptualising very small numbers using linear models, area models, volume models, and diagrams.

In this article, the author presents his tales of very large numbers. He discusses the concept of infinity and extremely large numbers such as "googol" and "googolplex". "Googol" which could be written as 1, followed by one hundred zeros, was popularized by Edward Kasner and James Newman. Moreover, "googol" was coined by Kasner's nine-year old…

In previous articles, the author has discussed dominoes, the real game with scoring, and other good games and activities using dominoes. But dominoes, as materials for game-playing, and as a topic for mathematics learning experiences, as suggested by Swan (2001) and Brandreth (1975), have many other possibilities. In this article, the author…

Sometimes the first step towards making a new (mathematics) game is discovering an unexpected possibility in some hitherto unplayed-with piece of equipment. At other times the first step is inventing new equipment. But rarely is any "new" idea for a game wholly original, either as a way of playing a game, or in its equipment. As letter-based word…

Presents a case study with an at-risk second grade student on counting and numbers. Discusses counting stages that the student went through. (ASK)

Discusses the features of a good educational game. Describes mathematics that can be developed from playing games and introduces a strategy board game called Mancala. (ASK)

Describes how games can be used to help children practice their arithmetic by using a game-playing format. (ASK)

Finds that many activities that have been called "problems" are merely exercises or tricks. Offers a clearer definition of the word "problem". Notes some of the classroom implications of the new insight. (Author/CCM)