Suggests that issues surrounding the teaching of algorithms focus not on whether to teach them but rather on balancing and connecting the development of algorithmic thinking. Presents an approach to help students develop their algorithmic thinking. Contains 18 references. (ASK)

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

Presents strategies teachers have developed to provide an authentic use of mathematics that enhances children's autonomy in managing classroom activities, including recording and using data on attendance and choices for interest centers and using mathematics to distribute snack food and utensils. (MKR)

Presents ideas for organizing the mathematics classroom to promote and extend children's mathematical thinking by visible ordering of space and materials, creating personal space for group members, establishing a sense of group membership, and embedding mathematics in daily routines. (MKR)

Presents criteria for designing craft activities that foster meaningful use of mathematical thinking and problem solving. (MKR)

Presents teaching strategies that foster mathematical communication in young children, which validate their thinking, engage them in review of their thinking, and challenge them to extend their thinking. (MKR)

Discusses weak links in children's developing power in counting. Presents assessment information for mathematics curriculum planning and activities embedding the subskills of counting into daily routines. (MKR)

Describes the construction of a children's calendar for use in school, including development of time concepts, devising event-recording systems, daily and weekly schedules of events, multiple-week schedules of events, and a day-date calendar. (MKR)