This narrative review provides an overview of the research literature on the effectiveness of mnemonics in mathematics instruction for students with learning disabilities in a K-12 classroom. Eleven studies were identified in refereed journal articles and doctoral dissertations from 1975 to December 2018 that met the inclusion criteria. Overall…

Children with learning disabilities face problems in acquiring the basic skills needed for learning. Dyscalculia is one among those learning disorders which affects the ability to acquire arithmetic skills that are needed to perform mathematical calculations. However this is a learning difficulty which is often not recognized. The objectives of…

Suggests that strategy choice is a misleading characterization of efficient mental calculation and that teaching mental calculation methods as a whole is not conducive to flexibility. Proposes an alternative in which calculation is thought of as an interaction between noticing and knowledge. Presents an associated teaching approach to promote…

Reviews the historical development of subtraction algorithms used in the United States. Indicates that the algorithms used to teach subtraction have not changed much in the last 40 years, but in the late 1800s and early 1900s, different algorithms were developed that had a great impact. Contains 22 references. (DDR)

The review examines cognitive strategy training and self-instructional training with learning disabled children. Discrepancies between potential and performance, cognitive behavior modification, the promotion of active self-regulatory learning styles in arithmetic and reading, and methodological issues and future directions are discussed.…

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

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)

Recognition of the importance of (special) children's learning of mathematics in an active fashion has increased rapidly since the beginning of the 1980s. This book presents current ideas and trends in the teaching of mathematics and aims at giving an overview of new developments in the field of (special) mathematics and showing how researchers…

This is volume 6 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. This book contains both a theoretical examination of the connection between instruction and the development of children, and experimental data on a definite…