"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

This paper discusses the use of Numicon number teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 4 figures.)

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)

The problem of placing stamps on a grid is presented, with variable forms of the problem and various levels of the solution described. (MNS)

A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

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.…

How the manipulative aid called the "10 frame" can be used to teach the number combinations for 10, the addition facts that bridge 10, and the place value nature of our number system is described. (MNS)

The importance of having children manipulate small objects that can be grouped, arranged, and counted is discussed. Learning activities for one-to-one correspondence, numerals, and the four operations are given. (MNS)

The author of EC 606 784 describes the background of her research, noting her experience with the "TOUCH MATH" manipulative materials to help students with mild disabilities acquire math facts and computational skills. (DB)

Presents an activity in which students must arrange five fractions represented by dominoes in ascending order and justify their reasons for the ordering. Representing common fractions with dominoes helps identify students' misconceptions about fractions. (ASK)

A concrete approach to prime numbers is presented using rectangles and triangles to construct a building for each number so that each story represents a pair of factors and the triangular-shaped roof represents the number. (MP)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

Various types of computerized sorting techniques are demonstrated with cardboard materials children can manipulate. Bubble, ripple, and binary sorting are each illustrated. (MNS)

The article suggests that Belcastro rods, which retain the basic properties of Cuisenaire rods but allow instant identification by touch, may be useful in teaching mathematical concepts to blind children. Drawings illustrate use of the rods in teaching such concepts as addition and subtraction. (Author/DB)