"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 book contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The authors…

This paper describes six tricks on different mathematical concepts for mathematics classrooms. The mathematical concepts emphasized in these activities include arithmetic, modular arithmetic, limit cycles, graph theory, pairings, combinatorics, cyclic groups, induction, and sequences. (ASK)

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)

This paper illustrates a different conception of arithmetic, an arithmetic with reasons as well as rules. This arithmetic includes making connections between different representations and making sense of rules as well as using them. It provides a foundation for "Algebra the Web of Knowledge and Skill" in the sense that algebra can be…

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.)

Analysis of arithmetic problem-solving difficulties among secondary school learning disabled students (N=63) indicated students had the most difficulty with problems of the indirect type and problems that contained extraneous information. Teaching suggestions are offered. (Author/DB)

Suggestions are offered for reteaching basic arithmetic facts to older students who have not mastered them. Suggestions deal with thinking strategies and generalizations and remediation is based on students' understanding of the operation under consideration. (CL)

An eight-step teaching guide to help elementary students become familiar with electronic calculators. (Author/SJL)

The article looks at primitive counting techniques and suggests a systematic set of diagnostic activities for teaching young learning disabled children to count. (SBH)

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

Describes the use of a soroban, a base-10 computer which is a relative of the Chinese abacus, for developing concepts of number sense, place value, operation sense, and mental computation. Provides pictures of the soroban. (MKR)

Describes a lesson on long division using chip trading which follows that algorithm for long division. (MKR)

The article offers practical games and "tricks" to help remediate deficits in arithmetic and mathematics at the elementary school level. Games include using the fingers to calculate, lattice multiplication, dividing paper into equal columns, square games, code cracking games, and fraction dominoes. (Author/DB)