Describes the "Two-Eight" instructional model for students who have arithmetic computational skills but lack the ability to select appropriate strategies to solve problems. Offers examples showing the replacement of the actual values used in a word problem with the simple numeric values of 2 and 8 to create a parallel, solvable problem. (DMM)

This article discusses the development and uses of a cross-content learning strategy: Read, Imagine, Decide, and Do (RIDD) and suggests ways to incorporate the strategy into instruction for students with learning disabilities. Examples apply the strategy to the solution of math word problems. (Contains 10 references.) (DB)

Because of the importance of problem-solving skills in mathematics instruction of children with learning disabilities, this article offers guidance on teaching heuristic global strategies, including use of analogy, annotating problems, detail analysis, deletion of details, detail sorting, symbolizing operations, and designating formulas. (DB)

This article describes and offers examples of acronym mnemonics in mathematics and gives suggestions for their use with students who have learning disabilities. The approach addresses learning the basic facts and solving word problems. Instructional procedures for teaching mnemonics are noted. (DB)

This article describes a problem-solving strategy unit to be used as a supplement to the regular mathematics curriculum at the primary level. Specific teaching steps and examples are given for three developmental stages of thinking: (1) concrete, (2) representational, and (3) abstract. (DB)

A mapping procedure based on the SOLO Taxonomy developmental model was used to classify the problem-solving strategies of students (n=34) in grades K-2. Only one multiplication problem was used to isolate three components of the problem-solving procedure. (MDH)