This paper examines the existence and impact of theoretical mathematical foundations on the teaching and learning of whole numbers in elementary school in France. It shows that the study of the New Math reform--which was eventually itself replaced in the longer term--provides some keys to understanding the influence of mathematical theories on…

This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that…

In early years' (primary grade) classrooms in Australia repeated patterns are commonly explored as an early introductory activity to mathematics. Most young students have an extensive knowledge of and exhibit success in copying, continuing, creating and transferring patterns into other media. By contrast, research indicates one of the most…

Argues that deaf children lag behind their hearing cohorts in mathematics achievement tests and that this difficulty is a consequence of their lack of covert counting strategies and reliance on memorized verbal facts. Investigates the acquisition of an alternative method by deaf students (N=6). Recommends examining better ways to teach arithmetic…

Describes why a traditional arithmetic curriculum is no longer appropriate. Also presents the rationale behind some of the newer methods of mathematics instruction in the elementary schools. (BD)

Limitations in children's understanding of the symbols of arithmetic may inhibit choice of appropriate solution procedures. The teacher's role involves negotiation of new meanings for words and symbols to match extensions to solution procedures. (MKR)

There were 120 pupils in years 1 to 5 from two schools which were interviewed using specially prepared tasks to study the variety of interpretations given to letters by adolescents. Results indicate that two distinct conceptual understandings of the role played by a letter in relation to geometrical data exist in pupil's thinking. (Author/TG)

Supports teachers in resolving problems of teaching long division. Discusses an approach focusing first on modeling the partition process with base-10 blocks and having students come to a conceptual understanding of the standard long division algorithm. Evaluation of the approach concluded that it helped students conquer the division concept. (ASK)

Children with arithmetic learning disabilities (n=16) and normally achieving controls (n=16) in grades 3-5 were administered a battery of computerized tasks. Memory spans for both letters and digits were found to be smaller among the arithmetic learning disabled children. Implications for teaching are discussed. (Author/CMS)

A learning and teaching approach using base-10 blocks to embody the English named-value system of number words and digit cards to embody the positional base-10 system of numeration is described. Examines the students' understanding and arithmetic skills on the multidigit arithmetic. (Author/YP)

Compares the approaches to teaching division in Britain and in Holland where different emphasis is placed on the development of mental and written methods. Describes how it is common for pupils in Britain to work from an early stage with pencil and paper rather than mentally whereas early emphasis is placed on mental strategies in Holland. (ASK)

Discusses how to use calculators in the mathematics classroom. Provides some teaching examples. (YP)

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…

SEVERAL TEACHING PROGRAMS OF MATHEMATICAL CONCEPTS WERE INVESTIGATED IN AN EFFORT TO DEVELOP MEANS FOR ENHANCING CONCEPTUAL MATURITY AMONG CHILDREN. INTERVIEWS WERE ASSIGNED TO ENGLISH AND SCOTTISH SCHOOLS WHERE DIFFERENT ARITHMETIC PROGRAMS WERE TAUGHT. DATA WERE COLLECTED ON SCHOOL ACHIEVEMENT AND SCHOLASTIC ABILITY FROM INTERVIEWS WITH…