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| Focus on Learning Problems in… | 5 |
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| Babbitt, Beatrice C. | 1 |
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| Scandura, Joseph M. | 1 |
| Scheer, Janet K. | 1 |
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Scandura, Joseph M.; Scandura, Alice B. – Focus on Learning Problems in Mathematics, 1987
Research on structural learning theory is reviewed as a base for designing computer-assisted instruction programs. An intelligent "Rule Tutor" emphasizing diagnosis and remediation for whole number concepts is described. (MNS)
Descriptors: Computer Assisted Instruction, Computer Software, Diagnostic Teaching, Educational Research
Beattie, Ian D.; Scheer, Janet K. – Focus on Learning Problems in Mathematics, 1985
Discusses the nature and importance of iconic learning (image-related) and a medium to facilitate assessment at the iconic level of knowing. The medium consists of a series of self-inking rubber stamps made with iconic representations of numeration blocks and sticks in denominations of 1, 10, and 100. (JN)
Descriptors: Cognitive Processes, Diagnostic Teaching, Educational Diagnosis, Elementary Education
Babbitt, Beatrice C.; Van Vactor, John C. – Focus on Learning Problems in Mathematics, 1993
Presents a case study of a special education teacher candidate with a learning disability in mathematics. Issues discussed include the nature of learning disabilities in adults; possibility of workable interventions at the adult level; implications of these problems in teacher candidates; and implications for teacher education programs. (27…
Descriptors: Case Studies, Elementary Education, Higher Education, Learning Disabilities
Fletcher, Jack M; Loveland, Katherine A. – Focus on Learning Problems in Mathematics, 1986
The nature of arithmetic disabilities in children is discussed first in this review. Then research studies are reported, classified by cognitive and neuropsychological studies and social competency studies. Finally, suggestions for remediation are provided. (MNS)
Descriptors: Arithmetic, Cognitive Processes, Educational Research, Elementary Education
Clarkson, Philip C. – Focus on Learning Problems in Mathematics, 1992
Reports a study to examine careless errors fifth-grade students (n=58) make while solving mathematical word problems and explores the type of student who frequently makes such errors. Results indicated that frequency of these errors was significantly related to the noncognitive variables of the study. Discusses implications for remediation. (20…
Descriptors: Attribution Theory, Cognitive Style, Elementary Education, Evaluation Methods
