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March 1999, Volume 5, Issue 7

FEATURES

What Is in the Daily News? Problem-Solving Opportunities!
Robyn Silbey
How the newspaper can supply problem-solving opportunities with connections to the language arts, social studies, and science.

And the Answer Is ... Symbolic Literacy
Mary Witherspoon
To foster symbolic literacy, we must be aware of how we approach the symbols of mathematics. First, we must help students learn appropriate meanings for the symbols. We should encourage students to read symbols and think about what they mean before acting on them. Finally, we must be aware of instances of sound thinking that might vary from the path we have laid out.

Subitizing: What Is It? Why Teach It?
Douglas Clements
"Subitizing is a fundamental skill in the development of students' understanding of number" (Baroody 1987, 115). Students can use pattern recognition to discover essential properties of number, such as conservation and compensation. They can develop such capabilities as unitizing, counting on, and composing and decomposing numbers, as well as their understanding of arithmetic and place value-all valuable components of number sense.

Check Out These Checkbooks: Real-Life Banking for the Classroom
Abby Tuch
This program stresses the mathematics skills of banking, problem solving, place value, and multidigit addition and subtraction with and without regrouping. It also stresses neatness, positive behavior, and responsibility, along with skills that relate to other curriculum areas, such as knowing one's own address, signing one's name in cursive, using correct capitalization, and knowing how to spell number words. The children enjoy the program because it imitates real life.

Integrating Mathematics with Problem Solving Using the Mathematician's Chair
Charlene Hildebrand, Clinton Ludeman, and Joan Mullin
The purpose of this action research was for a classroom teacher to use disciplined inquiry to "study what she was doing" in teaching mathematics.The article has described how Joan Mullin, a third-grade teacher, integrated the process of creating mathematics problems with the process-writing approach through the use of the Mathematician's Chair. A rubric and holistic-scoring techniques are illustrated, along with examples of students' work to delineate each of the four levels of competence assessed in the rubric.