Demonstrates the consequences of teaching rules without understanding using examples from two 3rd grade children. Suggests alternative instructional strategies. (KHR)

An intensive, naturalistic study tracked one six year old's learning for six months and more. The study was inspired by the hope that with concepts of Artificial Intelligence and sufficiently detailed observation, the path of knowledge development could be described through observing significant learning experiences. Included is a reasonably…

Teaching the mathematical concepts of greater than and less than without their mathematical symbols is discussed. (JT)

This article proposes use of a restructured hundreds chart that involves a right-to-left sequence of numbers (similar to the direction of computations) and inclusion of zero. Specific instructional activities using the restructured chart are suggested for teaching such skills as counting, number identification, numerical relationships, place…

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)

A variety of student work procedures and answer patterns for whole-number computation is examined. Specific suggestions for helping students who make each type of error are offered. (MN)

Four experiments evaluated flash card use for teaching number facts to elementary-school students with learning difficulties. Effective treatments involved: re-presenting a missed problem after the next item; using error-contingent reprimands; seating the tutor and student knee-to-knee, rather than with a desk between them; and a combination of…

This set of papers was selected from presentations made at the Fourth and Fifth Annual Conferences of the Research Council for Diagnostic and Prescriptive Mathematics because of their pertinence to classroom teachers. The papers concern: (1) "Research and Development Related to Learning about Numerals for Whole Numbers: Implications for…