Presented are ideas for teaching mathematics with a microcomputer. Ideas include using Apple II Logo to help select students for activities (Wheel of Fortune) and activities to explore how the programming operates. (RH)

The theory of teaching the language arts is investigated for implications for teaching mathematics. Two major implications are noted and eight examples of activities designed to help teaching by addressing the various roles of the language arts are given. (MP)

Suggestions and examples are given for changing the passive bulletin board into an activity-oriented bulletin board which aids in teaching mathematics. (JT)

Discussed are "moves" in teaching mathematics that can serve as a basis for defining understanding. How to characterize and use moves is discussed, with specific examples and research evidence. (MP)

Describes a new nonverbal method of teaching mathematics that was designed and tested with first grade children in a school in a disadvantaged area in New York City. (RP)

Presents a summary of the arguments for and against calculator use in teaching mathematics. Includes an overview of research and suggestions for calculator use in the classroom. (PK)

Research on the use of manipulative materials in teaching mathematics is briefly reviewed. Lessons using manipulative materials have a higher probability of producing greater mathematics achievement than do lessons in which materials are not used. (MNS)

Mathematics teachers should be teaching computer science and using the computer to enhance their teaching of mathematics. Furthermore, the computer mandates curricular reform in mathematics. (MNS)

Presented are practical activities relevant to teaching mathematics in the American Indian culture that can be used in the non-Indian classroom. Discussed are tessellations, exercises that allow for artistic creativity and geometric exploration. The use of Pascal's triangle is included. (KR)

In teaching mathematics to preservice elementary teachers, the author presents classroom incidents for which each student must write what he or she would do in the situation. The write-ups are then discussed in small groups. This technique seems to help students apply the mathematics they are learning to the classroom. (SD)

The view promoted is all children should have the opportunity to write and run computer programs, and instruction can begin in the first grade. Teaching mathematics is seen as involving 50 percent theory and 50 percent computing and computers can be involved with both aspects. (MP)

Results of a national survey taken by the National Council of Teachers of Mathematics (NCTM)'s Commission on the Education of Teachers of Mathematics (CETM) are reviewed. The questionnaire revealed there are not enough offerings or variety of courses to effectively educate teachers to deal with the problems of teaching mathematics. (MP)

Use of manipulatives in teaching mathematics to the learning handicapped and mathematically gifted students is discussed. Includes a six-step sequence which has proved helpful in work with most learning handicapped students and a list of mathematical concepts/terms that can be developed using manipulative aids with the gifted students. (JN)

Presented is a brief overview of Japanese education followed by specific ideas about important considerations in the teaching of mathematics in elementary grades. Examples are given for teaching flexibility in mathematical thinking. (RH)

Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH)