This chapter focuses on three web-based applications and describes how each may be used to promote mathematical literacy in developmentally appropriate ways. The web-based applications described in this chapter are a selection of those provided at no cost by The Math Learning Center. The Number Rack Application is a calculating frame composed of 2 rows of 10 beads each. The rows of movable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies. The Number Line Application helps students visualize number sequences and illustrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing. The Money Pieces Application helps students visualize and understand money values and relationships. The strategy of Number Talks is used to promote mathematical literacy using these applications. A Number Talk is a short, ongoing daily routine with a focus on mental math strategies that provides students with meaningful practice with computation.

Why students may fail to master multiplication facts, as well as how multiplication concepts can be introduced to help with mastery. The authors also make recommendations for effective learning and teaching strategies to be used in the classroom, including those for students with special needs, to help improve mastery.

I have been a Mathematics Teacher and Educator throughout all four publications of the Standards documents (NCTM 1991, 1995, 1989, and 2000). Over the years, while concentrating on improving various aspects of my teaching, specifically, improving my students' ability to problem solve, I have been perplexed to see students pick numbers out of a problem and perform an operation with no regard for the context. To address this issue by teaching problem-solving lessons made me realize that I did not know the difference between students solving a problem and actual problem solving. A lesson beginning with a problem or task does not make it a problem-solving lesson, especially when students would inevitably solve it the way I had intended. Instead of problem solving, my students were trying to figure out what I was thinking. To prevent the temptation of leading students in this way of thinking required careful planning of problem-solving lessons.

Observing in Mary White's kindergarten classroom is like watching a beehive: hustle and bustle all around. Children work puzzles, create artwork, build with blocks, read books, and write their own stories.

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