Discusses Vygotsky's theories about concept formation, his distinctions between everyday and theoretical concepts, and how empirical generalizations can lead to misconceptions. Examines the implications of these theories for mathematics instruction and its relationship to the current mathematics reform. (34 references) (MDH)

Provides a review of the literature related to math anxiety, indicating that society needs to eradicate the myth that females are more anxious about mathematics than males. Several options for eliminating math avoidance and math anxiety are considered. (JN)

Presents a historical review of technology-based computer program development and research in mathematics for special education. Discusses two themes: the consistent focus on mastering computational algorithms and the use of technology both as a teaching tool and as a means of guiding teacher behavior. Contains 81 references. (MKR)

Assessment practices as determined from a literature review are discussed within the categories of screening, classification, instruction, and related issues. A range of instruments was found to be used. (MNS)

Offers perspectives on mathematics education from an instructional design viewpoint through an overview of the conflicting ideological paradigms and three case studies illustrating those models. Presents a personal narrative of the importance of social and cultural realities as a professional engineer. (54 references) (MDH)

How computers have affected diagnosis in mathematics is discussed. A distinction is made between errors and mistakes, followed by consideration of computers as a diagnostic tool. The development of algorithms to diagnose errors and of models of student performance is described. (MNS)

This review of the research on mathematical problem solving is focused on learning disabled students. Categories discussed include characteristics of learning disabled problem solvers, strategies they use, instruction facilitating strategy learning, cognitive strategies, and problem solving strategies. Implications for instruction and research are…

An overall schema of interpretation for programming instructors is given, so that the misconceptions students develop in programming can be determined more readily. Types of language-independent and -dependent bugs, how they can be identified, and how to help students overcome them are addressed. (MNS)

Literature on the topic of mathematics in special education is reviewed, with perspectives of authors from different countries. Issues and emergent trends in assessment and in curriculum and instruction are identified, after changes in policy and legislation and in content and methodology are discussed. (MNS)

Describes Vygotsky's zones of proximal development, the importance of social interaction in learning through problem solving, and the benefits of modeling. Presents three implications for teaching and learning mathematics based on a teaching experiment focusing on these constructs. (MDH)

The nature of arithmetic disabilities in children is discussed first in this review. Then research studies are reported, classified by cognitive and neuropsychological studies and social competency studies. Finally, suggestions for remediation are provided. (MNS)

Examines operations of generalization, identification, discrimination, and synthesis in mathematical concept development from early childhood to late adolescence according to Vygotsky's theory of development. (MDH)

Reviewed 12 currently available mathematics assessment tools to determine whether they would be appropriate for use in a college-level mathematics clinic. Tests were assigned to two domains: cognitive and mathematical content. Major deficiencies of the tests are cited. (Contains 15 references.) (MDH)