The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

This research was designed to document the ability of Down's Syndrome children aged 5-10 to perform equivalence tasks, and to investigate possible relationships between such performance and the presence of certain potentially confounding task variables. (MNS)

Ways in which children think of 10 are considered first. Then a study with 14 second graders is reported; students were placed at three levels with respect to their addition and subtraction concepts. Findings are detailed, along with implications for instruction. (MNS)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

This study sought to evaluate a measure of dyscalculia to determine its validity and reliability. It also tested use of the instrument with seventh graders and ascertained where errors attributed to dyscalculia were also present in an average sample of seventh graders. Results varied. (MNS)

Reports a study to explore student's computational performance on computer-administered testing situations while at the computer. Students from grades 3-6 (n=100) were randomly assigned to treatment order, computer assessment first or paper/pencil assessment first. Significant differences occurred in three areas: completion time, number of mental…

This study examined the hypothesis that prior experience with augmented-quotient problems would positively influence performance on remainder-only problems and quotient-only problems. Analysis of sixth through eighth grade students' (n=545) responses to test forms that systematically varied the order of appearance of these three division problems,…

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…