The issue of mathematical knowledge in teaching has been widely discussed over the years. In this study, we carried out a systematic review of the literature with the aim of understanding, quantitatively and qualitatively, the studies developed related to the mathematical knowledge necessary for the teaching of Mathematics, with a focus on Numbers…

This study examines the presence of three conceptual metaphors for fractions -- The measuring stick metaphor, Arithmetic is motion along a path, and Arithmetic is object construction -- in four common and popular Swedish mathematics textbook series for years 1-3. I analyse the introduction of fractions and the kinds of tasks students are given in…

Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's…

Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's…

This article reviews recent research in math problem solving for students with learning disabilities. Two recently published syntheses of research on mathematics by the Institute of Education Sciences (IES) are used as frameworks for interpreting this body of work. A significant amount of the work in special education over the last decade is…

It was concluded that published training procedures are weak with respect to provision of a comprehensive list of well- defined behaviors, experimental analyses, and assessment of generalization. A behavior analysis approach for developing methods for teaching prearithmetic skills is advocated. (Author)

The literature review focuses on methods for teaching arithmetic to educable mentally retarded students. Arithmetic skills required for everyday functioning are noted, learning characteristics of educable students are considered, and selected instructional strategies for teaching fundamental arithmetic functions and concepts are mentioned. (SB)

Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)

The instructional utility of employing modeling strategies to promote skill acquisition of exceptional learners in the content areas of arithmetic, spelling, reading, expressive language, and handwriting is presented vis-a-vis descriptions of several basic modeling strategies and teaching procedures in which models are integral components. (Author)

The authors review literature on conventional and special approaches to arithmetic instruction with emphasis on applying these approaches to the teaching of elementary learning disabled students with disorders in the area of arithmetic. Section I focuses on the instructional context of arithmetic. It is suggested that generalization teaching…

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

An examination of the status of teaching mathematics to deaf students showed that teachers ignore the hands-on exploration of objects that promotes conceptualization of basic mathematic principles. An arithmetic teaching strategy is proposed which is activity-based and is derived from Piaget's theory of intellectual development in children.…

Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)

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)

Recognition of the importance of (special) children's learning of mathematics in an active fashion has increased rapidly since the beginning of the 1980s. This book presents current ideas and trends in the teaching of mathematics and aims at giving an overview of new developments in the field of (special) mathematics and showing how researchers…