Examines students' understanding of the quantitative relationships, operations, and properties of relationships and operations that are introduced in arithmetic and beginning algebra courses. Develops alternative approaches to the teaching of structure such as the structural-to-computational model and the procedural-to-structural model. Concludes…

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)

Presents a first-semester course in mathematics for 6-year-old children by formulating certain general requirements for the curriculum and the instructional methods with the aim of leading children to form their initial mathematical concepts. (ASK)

Comparison of pre- and posttest scores in mathematics computation of 2 classes of (n=91) ninth-grade students, 1 class emphasizing drill and practice and the other focusing on learning concepts, found the mean grade equivalent score for computation of the concept class increased more than 2 years and these students attempted to answer more…

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)

Tests of (n=107) third through sixth graders' basic addition facts found that 34% of errors involved the addition of zero and 83% of the remaining errors involved at least one of the digits 7, 8, or 9 when the other addend was 4 or more. (20 references) (MKR)

Reports on the findings obtained from teaching initial multiplication concepts, skills, and principles to students with disabilities, low-achieving students, and students who were achieving normally in inclusive, general-education settings. Contains 52 references. (ASK)

Identifies four causes of confusion in reading mathematics related to numbers, symbols and sentences, vocabulary, and directionality. Discusses techniques for overcoming each type of the confusion. (YP)

Examines the struggles of Kyle, a 30-year-old male, to overcome his innumeracy and to master the routine numerical tasks associated with daily life. Describes Kyle's arithmetic and problem-solving skills and the intervention program designed to develop his ability to solve everyday problems. (Contains 12 references.) (MDH)

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)