Discusses how well children (N=6) who have had instruction in rational-number concepts based on a continuous manipulative aid are able to transfer their knowledge to accomplish tasks based on a manipulative aid which can be interpreted as discrete. Suggests several implications for teaching fraction concepts to children using continuous and…

Discusses the development of nine elementary teachers who find the mathematician within themselves. (MKR)

Presents materials and methods that have been found to be effective in teaching addition and subtraction in specialized schools for the speech- and hearing-impaired. Concludes that there has been considerable success with students learning necessary mathematical skills by completing activities. Contains 11 references. (ASK)

Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)

Reviewed is research indicating problems in teaching and learning fractions and possible ways to improve instruction and learning. (RH)

Discusses an exploratory study that examines student interpretation of remainders in division as applied to word problems in a restrictive school setting and in a real-world, out-of-school setting. Concludes that students lack the ability to map computational results to the real-world context. Contains 16 references. (DDR)

Describes the Math, Science, and Computer Camp for girls ages 8-12. Includes vignettes that illustrate worthwhile mathematical tasks in which girls engage that expand their notion of mathematics. (MKR)

Investigates the development of shape concepts within an instructional unit on geometric paths, including the role of noncomputer and computer interactions in that development. Concludes that the computer environment and the activities facilitated students' development of their conceptualizations of the properties of geometric shapes and their…

Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Investigated were differences in learning styles, as measured by the Learning Style Inventory, in fourth, fifth, and sixth grade students achieving at high, low, and average levels. Results indicated students do not learn in the same manner and manifest significant variations in how they prefer to learn. (RH)

The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)

In this study, third- and fourth-grade pupils were tested to see if they could consistently distinguish between measurement and partition division word problems and to observe their patterns of preference. Both before and after instruction, significant proportions of the students could distinguish the two division situations. (MNS)

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)