Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)

Checklist items are suggested to help teachers diagnose strengths and weaknesses of students who have difficulty learning mathematics. Tasks involve the use of manipulative aids to determine such concepts as grouping, counting, quantity, and estimating. (CL)

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)

The article describes a diagnostic procedure for assessing children's mental images and knowledge of cardinal numbers, 0 through 9. The diagnostic procedure includes the assessment of a child's visual memory, visual perception, symbol recognition, oral naming of numerals, and symbol-set linkage. (Author/SBH)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

A math strategy using an "add-card" which illustrates simple addition facts was originally developed for learning disabled students but was also successfully used with mildly retarded students. (CL)

Guidelines for teachers to better use manipulatives in the teaching of mathematics to learning disabled learners are offered including a rationale for manipulatives, selection crteria, principles underlying productive use of manipulatives, and making the transition from the concrete to the symbolic. Suggested materials and distributors are listed.…

The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…

The study compared two methods of teaching an initial place value skill: a concrete, semiconcrete, abstract teaching sequence and an abstract-only presentation. Learning-disabled elementary and middle school students (N=24) using the concrete to abstract teaching sequence performed significantly better on three posttests than students taught the…

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Children today are very different from children of even five years ago. More and more children are recognized as having learning difficulties, and their self-esteem is more fragile than ever. Children used to TVs, VCRs, cellular phones, computers, and Gameboys demand high-interest activities rather than the "skill and drill" methods of a decade…

A mnemonic clue sentence--"He thinks mice bite trees"--is suggested for helping students with learning disabilities or mild mental retardation successfully identify up to 15 digit numbers by relating the sentence to the sequence of hundreds, thousands, millions, billions, and trillions. (DB)

A pack of 23 number games was devised for use by all primary grade children, regardless of physical or sensory disability. The games use all or part of a pack of 100 cards. Some experiences with the games are presented, as well as some illustrations of the games. (MNS)