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Showing 1 to 15 of 59 results Save | Export
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Coles, Alf – For the Learning of Mathematics, 2014
Drawing on the work of Gattegno, it is suggested that a powerful way of teaching mathematics is to introduce symbols as relationships between visible or tangible resources. The symbols are abstract (formal) from the beginning and yet there are concrete resources to support their use. Drawing on data from a research project in primary schools in…
Descriptors: Mathematics Instruction, Teaching Methods, Multiplication, Arithmetic
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De Brauwer, Jolien; Fias, Wim – Developmental Psychology, 2009
The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects…
Descriptors: Multiplication, Young Children, Longitudinal Studies, Arithmetic
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Boulet, Genevieve – For the Learning of Mathematics, 1998
Presents and criticizes current theories of multiplication in order to pave the way for an alternative foundation for the concept of multiplication. Formulates a uniform concept of multiplication that recognizes anew the importance of the roles of multiplier and multiplicand. (Contains 22 references.) (ASK)
Descriptors: Arithmetic, Elementary Education, Learning Theories, Mathematics Education
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Fuson, Karen C. – Teaching Children Mathematics, 2003
Provides an alternative to traditional instruction in multiplication and division to develop computational fluency in students. (Author/NB)
Descriptors: Arithmetic, Computation, Concept Formation, Division
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Pagni, David – Australian Mathematics Teacher, 1999
Introduces addition, subtraction, multiplication, and division of fractions using area models such as rectangles and circles, or linear models such as the number line and fraction strips. (ASK)
Descriptors: Arithmetic, Division, Elementary Education, Fractions
Dabell, John – Mathematics Teaching, 2001
Most people struggle to process information auditorily but this is often the way that it is taught. Presents a highly effective method for teaching multiplication that can be accessed at students' fingertips. (ASK)
Descriptors: Arithmetic, Elementary Education, Mathematics Activities, Mathematics Instruction
Harrison, Jeanette; Strevens, Matt – Mathematics Teaching, 2001
Presents an activity on visualizing fingers for arithmetic, counting, and multiplication. (ASK)
Descriptors: Arithmetic, Elementary Education, Mathematics Activities, Mathematics Instruction
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Fleischner, Jeannette E.; And Others – 1980
The study involving 183 learning disabled and 852 nondisabled children (grades 3 through 6), investigated students' performance on arithmetic basic fact problems in addition, subtraction, and multiplication. Three separate group administered tests were devised, covering 98 basic addition, 98 subtraction, and 98 multiplication facts. Children were…
Descriptors: Addition, Arithmetic, Computation, Elementary Education
Robison, Mada Kay – 1977
The reliability of using peers in drill type instruction was investigated with 57 students (in grades 4 through 8). Quality of tutor-student interaction during multiplication drills was based on the pace or rate at which students interacted with the material and the accuracy level at which they performed. Ss were instructed to listen to cassette…
Descriptors: Arithmetic, Elementary Education, Exceptional Child Research, Handicapped Children
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Wickett, Maryann S. – Teaching Children Mathematics, 2003
Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)
Descriptors: Arithmetic, Computation, Concept Formation, Elementary Education
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McIntyre, Susan B.; And Others – Learning Disability Quarterly, 1991
The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…
Descriptors: Arithmetic, Case Studies, Computation, Elementary Education
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Wickett, Maryann S. – Teaching Children Mathematics, 2000
Having children create and solve their own story problems is a valuable activity to use for them to think carefully about and apply a concept to create and solve a problem. Describes using two books to help children learn about the concept of multiplication. (ASK)
Descriptors: Arithmetic, Childrens Literature, Elementary Education, Elementary School Mathematics
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Bell, Alan; And Others – Educational Studies in Mathematics, 1984
Determined effects of two task types on 12- and 13-year-olds' understanding of applications of multiplying and dividing positive numbers. Results indicate the persuasive nature of certain misconceptions and specific effects of context attributable to such aspects as relative familiarity. Implications of these and other results are discussed.…
Descriptors: Arithmetic, Division, Elementary Education, Elementary School Mathematics
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Greene, Gary – Learning Disabilities Research and Practice, 1999
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)
Descriptors: Arithmetic, Elementary Education, Instructional Effectiveness, Learning Disabilities
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Pauli, P.; Bourne, L. E., Jr.; Birbaumer, N. – Mathematical Cognition, 1998
Presents a study in which participants were trained on nine single-digit multiplication problems over three sessions. Transfer of practice was tested with nine different multiplication problems in the fourth session for half the participants. Interprets problem-size, transfer, and retention effects within a network-interference model of mental…
Descriptors: Arithmetic, Cognitive Ability, Cognitive Development, Elementary Education
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