Factors associated with arithmetic-and-reading disability and specific arithmetic disability were investigated in over 850 representative New Zealand children. Reverse patterns of strengths and weaknesses with regard to verbal and nonverbal skills for these two types of arithmetic disability were found for boys but not for girls. (Author/DB)

Indicates how thinking strategies help children learn the basic facts for whole numbers, listing several strategies involved in addition, subtraction, multiplication, and division. Also lists books and articles for illustrations of the strategies and how to teach them, and two sources for research findings on thinking strategies for basic facts.…

Using error analysis and individual interviews, the problem-solving actions of first and second graders were analyzed. Shortcomings of children's knowledge and solution strategies were seen to be overcome by instruction. A control group, with usual arithmetic instruction, and an experimental group were established and the hypothesized…

Studied relationships among short-term memory, processing speed, sequencing ability, and long-term memory information retrieval in 7-year-olds. Found that when reading ability was controlled, arithmetic ability was best predicted by processing speed, with short-term memory accounting for no further unique variance. Children with arithmetic…

The performance on a battery of cognitive tests of an individual with extraordinary ability at mental arithmetic was studied. Implications of the rather ordinary test performance of Shakuntala Devi in contrast with her calculating speed are discussed with reference to memory and information processing. (SLD)

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

Research recurrently indicates that children who have difficulty with arithmetic often use systematic routines that yield wrong answers. Recent research has focused less on identifying the most common errors among groups of children and more on analyzing individual children's errors. This paper considers the source of systematic errors in…

The relation of knowledge for solving problems to understanding of general principles in a subject-matter domain is discussed. Theoretical representations, called "conceptual competence," are presented to represent principles that are believed to be understood implicitly by individuals. Implications for problem-solving procedures can be…

The contextual determination of cognitive activities was investigated in a primary school naturalistic experiment. Performance at a group level on an elementary arithmetic task is influenced by the immediate context. Use of analogies as heuristic aids and the functional meaning of the task as a pedagogical praxis are assessed. (TJH)

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.…

This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

Sixty-four adults were tested on simple addition and multiplication problems presented in Arabic digit or English number-word format. Overall, response times and error rates were much higher with the word format, but more important, presentation format interacted with arithmetic operation and problem size. (DR)

Explored the differential application of a self-regulatory strategy on mathematics performance among three eighth-graders with learning disabilities and diverse planning abilities. Found that all students improved on fraction probes as a function of using a cue card strategy. The student with high planning ability demonstrated consistent…

We examined the relation between self-explaining and encoding among kindergartners. For 5 days, children (n = 27) took turns solving addition problems with an adult expert who always used an advanced addition strategy. During the game, children explained the expert's answers (Explain-Expert), explained their own answers (Explain-Novice), or did…