The problems of using formalistic methods in the instruction of mathematics to elementary level children are discussed. Precision in mathematical language is not seen as a useful instructional tool, and functional modes of communication are stressed. (MP)

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Research on the conceptual notions of fractions held by students at various levels of schooling is discussed. A method of approach to instructing students on fractions that seems to hold considerable promise is also covered in detail. (MP)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

This bibliography lists nearly two hundred articles from about forty periodicals and primarily covers material written within the last 10 years. The articles include reports of successful practices, surveys, research summaries, suggestions, reviews, and opinions about mathematics for students with special learning problems. (MP)

Three examples of teacher and student exchanges in mathematics classes are presented which typify the qualitative difference between children's thinking and adult's thinking. The cases explored also illustrate differences caused by cultural factors. (JP)

Discusses the use and adaptation of alternative assessment procedures such as observation, interviewing, holistic scoring, checklists, and reading of student journals, to accurately determine the progress of students with learning difficulties. Includes scoring rubrics and many samples of student evaluation. (MKR)

Teaching the mathematical concepts of greater than and less than without their mathematical symbols is discussed. (JT)

Described and compared are two approaches for evaluating student problem solving skills at the elementary school level. One model was developed by Charles and Lester; the other model was developed by Woods. (RH)

Suggestions are given for effective classroom diagnosis and remedial instruction techniques that may provide some mathematical therapy. (JT)

Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

Discussed is the important role that counting skills play as prerequisites to other mathematics skills. Suggests ways in which counting skills can be taught to young children experiencing learning difficulties. The skills are classified as rote counting, point counting, rational counting, counting on, and skip counting. (YP)