Compares the effects of a part-part-whole curriculum for teaching the concept of number in the kindergarten to the effects of the standard curriculum. Describes the curriculum and instruction used. Overall, the treatment curriculum was successful in aiding development of basic number concepts. (YP)

The development of a quantitative concept of rational numbers was explored in interviews with 16 fourth and fifth graders in two cities. High performers used a flexible and spontaneous application of concepts of rational number order and fraction equivalence, and a reference point, while low achievers tended not to. (MNS)

Reports on a study to determine the development of children's understanding of seven properties of the arithmetic mean and to assess the effects of material used in the testing and the medium of presentation. Some differences were found in children's reasoning. No significant differences were found for materials or medium of presentation. (PK)

Eleven retarded children with mental ages (MA) less than 4.5 years were examined to evaluate whether there is a critical MA for learning basic counting principles and how an understanding of counting develops. Results are discussed in terms of individual needs. (MNS)

A model is proposed in which the quantification of inverse proportionality is developed beyond the initial qualitative relation. Based on a task analysis, the model was tested with 36 eleven-year-old students in a training experiment using a balance task. (MNS)

Data on sex differences in rote-counting ability for 4722 first-grade children are presented. How different data-gathering methods and different statistical treatments of the data can yield differing results are indicated. (MNS)

Three models are compared in terms of detail, scope, attention to individual differences, and how they deal with qualitative change and semantic processing. Two are information-processing models of arithmetical word problem-solving performance, and the third is a model of children's counting types and thinking strategies. (MNS)

Field tests were conducted to evaluate theory-based computer-video instructional modules designed to teach or review concepts and operations for factors, prime numbers, and fractions. (MNS)

This study investigated the ways students represented fractions on number lines and the effects of instruction on those representations. The instruction primarily concerned representing fractions and ordering fractions on number lines. (Author/PK)

Reviewed is an integrated approach to teaching place-value concepts. A semi-integrated approach is proposed which may provide a more effective implementation of the technique. (CW)

Fifth graders performed better than third graders on discovering the function rule relating two number pairs. Task difficulty and mode of presentation (graphic or symbolic) varied by function. The children seemed ready to relinquish a hypothesis in the face of disconfirming evidence. (MNS)

Investigates whether elementary school students can construct operations of thought for integers and integer addition crucial for understanding elementary algebra. Two sixth graders were taught using a computer. Results included both students being able to construct mental operations for negating arbitrary integers and determining sign and…

Reports on a study designed to investigate aspects of young children's knowledge of fractions and partitions of quantities. Findings suggest that although children did not have a deep understanding of the concept of one half, a significant number demonstrated a powerful systematic procedure leading to the creation of accurate equal fractional…