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What Works Clearinghouse, 2021
This document includes instructional tips on: (1) Building on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Helping students recognize that fractions are numbers that expand the number system beyond whole numbers, and using number lines to teach this and other fraction concepts; (3)…
Descriptors: Mathematics Instruction, Instructional Effectiveness, Fractions, Elementary School Students
Fazio, Lisa; Siegler, Robert – UNESCO International Bureau of Education, 2011
Students around the world have difficulties in learning about fractions. In many countries, the average student never gains a conceptual knowledge of fractions. This research guide provides suggestions for teachers and administrators looking to improve fraction instruction in their classrooms or schools. The recommendations are based on a…
Descriptors: Class Activities, Learning Activities, Teaching Methods, Numbers
Etlinger, Leonard D.; Ogletree, Earl J. – 1980
A calculation method using the 10 fingers to perform the four basic operations with whole numbers can be an introductory and supplementary approach to math instruction for handicapped children. Using the finger calculation method to learn arithmetic is supported by J. Piaget's stages of cognitive development. Studies showing the worth of this…
Descriptors: Arithmetic, Computation, Disabilities, Elementary Secondary Education
Mtetwa, David; Garofalo, Joe – Academic Therapy, 1989
The article identifies five incorrect beliefs about mathematics often held by students who have difficulty with mathematics. They include: the relative size of numbers is more important than the relationships between quantities; computation problems must be solved by using a step-by-step algorithm; mathematics problems have only one correct…
Descriptors: Algorithms, Arithmetic, Beliefs, Computation
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Moser, Carl J. – Lutheran Education, 1980
"Chisanbop" is a Korean word which means finger calculation method. It is based on the Korean abacus, and its emphasis is on fives. By using Chisanbop techniques, one can add, subtract, multiply, and divide large numbers. Chisanbop can be taught most effectively to large groups in the second grade. (JN)
Descriptors: Arithmetic, Computation, Elementary Education, Grade 2
Yeo, Dorian – 2003
This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…
Descriptors: Addition, Arithmetic, Cognitive Processes, Computation
May, Lola J. – Teaching Pre K-8, 1994
Describes three approaches teachers can use to help students understand the computation of numbers: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)
Descriptors: Arithmetic, Calculators, Classroom Techniques, Computation
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Liedtke, Werner W. – B.C. Journal of Special Education, 1996
This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)
Descriptors: Abstract Reasoning, Arithmetic, Computation, Learning Problems
Thornton, Carol A. – 1989
This book was written to help teachers to plan and implement an effective multiplication-division basic fact program. When it is determined that children have gained an adequate concept for an operation, the next long-range goal is fact memorization. Children need to respond quickly and correctly to number facts and retain this learning over time.…
Descriptors: Arithmetic, Computation, Elementary Education, Elementary School Mathematics
Cawley, John; And Others – 1988
Arithmetic programming for students with mild mental disabilities requires a comprehensive perspective that includes attention to curriculum, instruction, and appraisal. Arithmetic computation should not dominate educational programming, but should be included in ways that are functionally relevant and meaningfully presented within a framework of…
Descriptors: Algorithms, Arithmetic, Computation, Educational Practices
Thornton, Carol A. – 1989
This book was written to help teachers to plan and implement an effective addition-subtraction basic fact program. When it is determined that children have gained an adequate concept for an operation, the next long-range goal is fact memorization. Children need to respond quickly and correctly to number facts and retain this learning over time. To…
Descriptors: Arithmetic, Computation, Elementary Education, Elementary School Mathematics
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Parmar, Rene S.; Cawley, John F. – Remedial and Special Education (RASE), 1991
Normally achieving students (n=119) and students with mild handicaps (n=83) in grades 3-6 were instructed to create and answer computation items similar to samples given. Students with mild handicaps understood item characteristics enough to create like items, though averaging three years behind normal achievers. A sample instructional activity is…
Descriptors: Academic Achievement, Arithmetic, Computation, Drills (Practice)
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Garnett, Katherine – Learning Disabilities Research and Practice, 1992
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)
Descriptors: Arithmetic, Cognitive Processes, Cognitive Psychology, Computation