This book features a guide to teaching mathematics more effectively. Examining the different ways students acquire mathematical skills, it helps teachers develop flexible teaching methods that suit these varied ways of learning. Common areas of learning difficulty in mathematics and why students fail, ways for teachers to determine gaps in…

The article offers teachers suggestions on ways to instruct elementary students in the vocabulary of mathematics. It gives examples of math difficulties at the elementary school level, math difficulties related to vocabulary, and math difficulties related to problem solving. (DB)

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

Described and compared are two approaches for evaluating student problem solving skills at the elementary school level. One model was developed by Charles and Lester; the other model was developed by Woods. (RH)

Some misconceptions about learning are discussed and specific suggestions for helping students in a college developmental mathematics class learn how to learn mathematics are presented. Extensive footnotes are appended. (MNS)

This article presents a lesson plan for teaching students the third of five steps for solving mathematical problems, "lining up a plan." Steps for teaching students to visualize the problem and draw a picture of the problem are given. (DB)

This article recommends a holistic approach to student problems in mathematics. Teachers need to be aware of all paradigms (e.g., developmental, behaviorist, psychoanalytic) explaining causes of problems in mathematics. Examples of misunderstandings resulting from insufficient knowledge, insufficient mathematical vocabulary, and overgeneralization…

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

Discusses strategies for teaching social skills to children with learning and behavior problems, including how to select students for training, which social skills to use, teaching discrete skills and problem-solving routines, and helping students generalize training. Different types of social skills and assessment approaches are identified.…

A computer program named BUGGY is described. The program is designed to duplicate "traditional" student mathematical mistakes; pupils are to identify the nature of the errors the computer makes. (MP)

Asserts that metacognition is one of the most important developments in the contemporary study of learning. Proposes a theoretical analysis of a number of interrelated issues with regard to their importance for metacognition. Focuses on strategy selection in light of the impasse-based theories of problem solving. (CFR)

Describes a collaborative consultative program used with 26 elementary school teachers in three schools. Emphasis was on encouraging teachers' creativity and innovation in selecting and implementing teaching strategies. Workshops demonstrated a problem-solving approach to selecting appropriate interventions with individual children. A chart shows…

The objective of this book is to present techniques that urban elementary school teachers reported using successfully to handle specific problems. The information comes from a larger national study of teacher training and teaching in urban schools which used a sample of 248 teachers, none of whom had been teaching for more than five years. Half…

The Future Quest curriculum is a functional curriculum to teach drug abuse prevention skills to youth with mild disabilities. The curriculum is a one-semester instructional program of lesson plans that incorporate research-based effective teaching practices and are specifically designed to meet the needs of students with learning and behavior…

This report presents findings from a study of the cognitive processes and learning difficulties of ninth-grade students in Algebra I. A clinical interview approach was used with 14 students. A group of six Hispanic students and a group of five Anglo students were enrolled in the same algebra class; three Hispanic students were enrolled in an…