of the square it is in, and the sum of the checkers on the board(s) determine the overall value represented. Most checkers used by students are a solid color – any color is fine. The only exception is checkers marked with a caret (^), which are negative. An example of representing a number: 9067 requires four boards. The leftmost board has two checkers in the 8 and 1 squares (8000 + 1000). The second board has none, as the value has zero hundreds. The third board has checkers in the 4 and 2 squares (40 + 20), and the rightmost board has checkers in the 4, 2, and 1 squares (4 + 2 + 1). Together, these 7 values (8000 + 1000 + 40 + 20 + 4 + 2 + 1) total up to 9067. This would be considered a standard way to represent the number as it involves the fewest checkers possible without involving negatives. It would require fewer checkers to replace the last board with a positive checker in the 8 and a negative checker in the 1, but this is not taught as the standard. Arithmetic can be performed on the Minicomputer by combining two numbers' representations into a single board and performing simplification techniques. One such technique is to replace checkers from the 8 and 2 squares of one board with a checker on the 1 square of the adjacent board to the left. Another technique is to replace a pair of checkers in the same square with one checker in the next higher square, such as two 4s with an 8. Study results The program received extensive evaluation, with over 50 studies. These studies showed broadly similar results for non CSMP students in computation, concepts and applications; however, there was a marked improvement when students were assessed according to The Mathematics Applied to Novel Situations (MANS) tests, introduced to measure students' ability to problem solve in novel situations. Copyright Copyright is currently held by McREL International. Current curriculum use Burt Kaufman, a mathematics curriculum specialist, headed the team at Southern Illinois University writing CSMP. In July 1993, he started the Institute for Mathematics and Computer Science (IMACS) with his son and two colleagues. IMACS uses elements of the EM and CSMP programs in their "Mathematics Enrichment" program. For instance, Minicomputers and "Eli the Elephant" are present in the IMACS material. IMACS is a private