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| Focus on Learning Problems in… | 8 |
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| Behr, Merlyn J. | 2 |
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| Ethington, Corinna A. | 1 |
| McCoy, Leah, P. | 1 |
| Peavler, Cathy Seeley | 1 |
| Post, Thomas | 1 |
| Schiddell, Betty L | 1 |
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Behr, Merlyn J.; Wachsmuth, Ipke; Post, Thomas – Focus on Learning Problems in Mathematics, 1998
Discusses how well children (N=6) who have had instruction in rational-number concepts based on a continuous manipulative aid are able to transfer their knowledge to accomplish tasks based on a manipulative aid which can be interpreted as discrete. Suggests several implications for teaching fraction concepts to children using continuous and…
Descriptors: Elementary Education, Fractions, Manipulative Materials, Mathematics Instruction
Damarin, Suzanne K. – Focus on Learning Problems in Mathematics, 1996
Explores the interaction of gender, sex-typed toys, and the construction of the mathematical topic of fractions as it is taught in schools. (MKR)
Descriptors: Cognitive Structures, Constructivism (Learning), Elementary Secondary Education, Females
Belcastro, Frank P. – Focus on Learning Problems in Mathematics, 1993
This experimental study compared the use of Belcastro rods with the use of traditional methods in teaching addition and subtraction of whole numbers to five blind students. Results showed a significant difference favoring the use of Belcastro rods. (Contains 30 references.) (MKR)
Descriptors: Addition, Blindness, Elementary School Students, Grade 1
Behr, Merlyn J.; And Others – Focus on Learning Problems in Mathematics, 1988
Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Fractions
Schiddell, Betty L; Ethington, Corinna A. – Focus on Learning Problems in Mathematics, 1994
Describes the typical eighth-grade geometry curriculum (with regard to teacher emphasis on content, time allocations, instructional methodologies, the use of manipulatives, and compared to current research models) of typical (n=109) and enriched (n=23) mathematics classrooms in the United States based on data from the IEA Second International…
Descriptors: Elementary School Mathematics, Enrichment Activities, Geometry, Grade 8
McCoy, Leah, P. – Focus on Learning Problems in Mathematics, 1992
Presents a survey of 78 pre- and in-service elementary teachers in a midwestern region to examine the relationship between mathematics anxiety, perceptual preference, and previous mathematics instructional experiences with workbooks and manipulatives. Results indicate that the variables significant in predicting mathematics anxiety were…
Descriptors: Cognitive Style, Correlation, Education Majors, Educational Strategies
Young Childrens' Choices of Manipulatives and Strategies for Solving Whole Number Division Problems.
Burton, Grace M. – Focus on Learning Problems in Mathematics, 1992
Presents a study that indicates that second grade students (n=117) do select manipulatives that match the story context in measurement and partition division word problems, that they can solve division word problems, especially when matched manipulatives are used, and that division without remainders are more accessible to solution. (39…
Descriptors: Cognitive Processes, Cognitive Style, Context Effect, Division
Peavler, Cathy Seeley; And Others – Focus on Learning Problems in Mathematics, 1987
Describes mathematics education programs in Texas schools. Emphasizes the mastery of skills and concepts, as well as problem solving. Presents the philosophies of the mathematics programs for elementary schools, and for grades seven and eight. Addresses remediation, enrichment, time allotment, content, recommended manipulative materials, and…
Descriptors: Elementary School Mathematics, Elementary Secondary Education, Manipulative Materials, Mathematical Concepts
