Examines whether verbal problem-solving skills in a group of fourth graders would improve if they were specifically taught how to generate their own diagrams when solving word problems. Classifies textbook word problems into three general types and describes them: (1) tabular; (2) geometric; and (3) contingency diagraming. (YP)

Investigates how primary-level pupils can solve word problems more effectively using computational skills in small, cooperative groups. Points out six principles for successful cooperative groups through problem solving protocol analysis: (1) teach strategies; (2) rehearse techniques; (3) involve everyone; (4) cooperate to solve problems; (5) keep…

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

Presents a summary of the arguments for and against calculator use in teaching mathematics. Includes an overview of research and suggestions for calculator use in the classroom. (PK)

Summarizes recent research relevant to the differential achievement of females and racial minorities in mathematics. Suggests ways for teachers to deal with the issue of equity. (PK)

Provides a bibliography of readings from the "Arithmetic Teacher" in these categories: (1) learners with special needs; (2) diagnosis and remediation; and (3) planning and organization. A discussion of the types of articles found in these categories is included. (JN)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

Presents a method for demonstrating addition and subtraction of integers on the number line in a way that distinguishes between subtraction and negative numbers. The model depicts the sign of the number by forward or backward movement on the number line. Subtraction is illustrated by a turning around movement. (MDH)

Contains activities for grades 1 through 8 to develop skills in estimation. Designed to help students deal with numbers sensibly and acquire problem solving competency, the estimation activities involve measurement, telling time, computation, and problem solving. (PK)

Describes two simulations for practicing arithmetic skills: "Calculators," simulating the management of a store with a calculator, and "MECC 'Sell' Series," simulating profit-making with different levels of difficulty from grade two to eight. Provides hints for classroom use. (YP)

Describes the benchmark and decomposition-recomposition estimation strategies and presents five techniques to develop students' estimation ability. Suggests situations involving quantities of candy and popcorn in which the teacher can model those strategies for the students. (MDH)

This article is reprinted from the February 1954 issue of the "Arithmetic Teacher." It is a succinct and perceptive analysis of mathematics education for children during the first half of this century. (MNS)

Incorporating problem solving as an integral part of mathematics programs in the classroom is discussed. The teacher's focus is seen as stretching pupil thinking. (MP)

Some significant components of mathematics instruction are presented and reviewed. Good instruction is viewed as a major influence on the quality and quantity of student learning. (MP)