Reviewed is research indicating problems in teaching and learning fractions and possible ways to improve instruction and learning. (RH)

Previous studies indicate that many early elementary school children have the misconception that whole number subtraction is a commutative operation. The degree and character of this subtraction error was investigated in this longitudinal study. Results obtained from three groups of students with different number abilities provided further…

Considered are three different types of paper-and-pencil items: labeled word statements, symbolizations, and portrayals. The items are used for testing understanding of mathematical concepts. Limitations of pencil-and-paper items are noted. (RH)

Presented are some concerns related to the diagnostic/prescriptive approach to teaching mathematics. The author supports the view that teachers need to become aware of reasons for making professional decisions and become reflective practitioners. (RH)

Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

Investigated were differences in learning styles, as measured by the Learning Style Inventory, in fourth, fifth, and sixth grade students achieving at high, low, and average levels. Results indicated students do not learn in the same manner and manifest significant variations in how they prefer to learn. (RH)

Concepts of fractions from an adult perspective as well as from a child's perspective are examined. Types of students' schemes for some terms related to fractions are reported. (YP)

The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)

In this study, third- and fourth-grade pupils were tested to see if they could consistently distinguish between measurement and partition division word problems and to observe their patterns of preference. Both before and after instruction, significant proportions of the students could distinguish the two division situations. (MNS)

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)

The purpose of this study was to assess the ability of students in grades 6 and 7 to order rational numbers in both decimal and fraction form, including the identification of their thinking strategies. Implications for instruction are included. (MNS)

The focus of this article is on the verification processes children use when assessing the equality of parts produced by them when partitioning geometric shapes. Different processes and children's verbal proofs of equality are presented. Activities for mathematics instruction are suggested. (YP)

Describes school effectiveness characteristics and student characteristics in schools that made an improvement in academic achievement of Black students. The characteristics were orderly environment, clear school mission, high expectations, opportunity to learn, and frequent monitoring. (YP)

This research was designed to document the ability of Down's Syndrome children aged 5-10 to perform equivalence tasks, and to investigate possible relationships between such performance and the presence of certain potentially confounding task variables. (MNS)