This document includes instructional tips on: (1) Building on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Helping students recognize that fractions are numbers that expand the number system beyond whole numbers, and using number lines to teach this and other fraction concepts; (3)…

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction,…

Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…

This paper shares research from a pilot study in which young children were introduced to multiplication and division problems in their first year of school. The focus was on building children's conceptual understanding of the idea of "repeated groups" as a fundamental aspect of multiplication and its relation to division. The particular…

Predictions of the Identical Elements (IE) model of arithmetic fact representation (Rickard, 2005; Rickard & Bourne, 1996) about transfer between arithmetic facts were tested in primary school children. The aim of the study was to test whether the IE model, constructed to explain adult performance, also applies to children. The IE model…

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

This study demonstrated the effectiveness and efficiency of a constant time delay procedure (four seconds) to teach five elementary students with learning disabilities multiplication facts. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to reverse facts. (DB)

The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher…

This study evaluated the effectiveness of teaching multiplication facts and related word problems using the concrete-representational-abstract teaching sequence and strategy instruction to three middle school students with mental retardation. Evaluation of the 21 scripted lessons given each student found only four occurrences (out of 63 lessons)…

Three experiments compared the effects of interspersal drill and practice using 30% new items/70% review items with 100% new items, with a total of 17 students (ages 9 to 17) having behavior disorders, emotional handicaps, learning disabilities, or mild mental retardation. The ratios were compared for instruction in spelling, multiplication facts,…