Six easy-to-learn strategies are offered to help students with learning problems in mathematics make error-free subtraction calculations when either the subtrahend or remainder is a 9, 8, or 7 and when the minuend is in the teens. (CB)

Guidelines are presented for modifying basic instruction of subtraction facts for elementary level learning disabled students. A detailed case study is used to illustrate a five-step structured program: (1) find a way to work it out; (2) add to check; (3) learn the partner facts; (4) study families of facts; (5) review and practice. The selection…

This document is a collection of six mathematics lesson plans for use with students with learning disabilities or mild mental retardation. The lesson plans utilize the Essential Elements of Instruction (EEI) 5-Step lesson design model developed by Madeline Hunter. The lesson plans and their authors are as follows: (1) "An EEI Lesson for 1st…

Strategies for teaching general mathematics effectively are discussed. Stressed are the use of calculators for arithmetic, individualized instruction, and teaching mathematics in context. Applications to vocational education are described. (CW)

Approximately half of a group of 12-year-old students were taught fraction and ratio topics by a concrete process-oriented method. The others were taught in the regular way. The concrete, process-oriented approach resulted in significantly improved achievement in, and attitude toward, fractions and ratios. (Author/DC)

This book offers ideas to enrich instruction and help teachers explore the intrinsic beauty of math. Through dozens of examples from arithmetic, algebra, geometry, and probability, the symmetries, patterns, processes, paradoxes, and surprises that have facilitated generations of great thinkers are revealed. Activities include: (1) The Beauty in…

This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

This article explains how this method is done, examines some reasons for including it as a topic in mathematics curricula, and uses modular arithmetic to explore its mathematical basis and its generalizability to computations in bases other than 10. (CW)

Discusses two approaches to solving word problems that consider the verbal text of the problem, and analyze it to obtain its mathematical expression, as well as its numerical solution. Uses two computerized programs for word problems to capture the various strategies employed by the problem solvers. Contains 21 references. (Author/ASK)

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

This microgenetic study investigated similarities and differences in use and discovery of addition strategies in children with and without mild mental retardation across 24 sessions. Nine children with mild mental retardation in third through fifth grade classrooms and 14 children without mental retardation in kindergarten classrooms were tested…

Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)

Learning activities and questioning skills that teachers in Tasmania can use to determine a child's mathematics understanding are presented. Covered topics include division, multiplication, subtraction, addition, sorting and classification, one-to-one correspondence, patterns, ordering, and counting. Included for each topic are the aim, needed…