This annual report discusses the mathematics being taught and ways of teaching it. The need for improvement is reinforced by data from the Second International Mathematics Study. (MNS)

Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

Information is provided on results from the Second International Mathematics Study conducted in 1981-82 in 236 eighth-grade classrooms in the United States. Content taught, teacher characteristics, types of instruction, attitudes, knowledge, and comparisons with students in other countries are discussed. (MNS)

Described are the procedures, instructional materials, and results of a pilot program in sixth-grade mathematics for low achievers in Greenwood, Mississippi. (JG)

Cassette tapes were prepared to provide drill in multiplication facts. Pre-test and post-test scores were recorded. (MP)

This brief review of research on calculators indicates that they will not harm achievement and that they are helpful in problem solving and for teaching other mathematical ideas. (MNS)

Research on how teachers treat low-achieving students is briefly noted. It seems apparent that these students are being given a poor self-image. (MNS)

Provides a bibliography of readings from the "Arithmetic Teacher" in these categories: (1) learners with special needs; (2) diagnosis and remediation; and (3) planning and organization. A discussion of the types of articles found in these categories is included. (JN)

Learning activities involving teaching different techniques that can help a child learn the basic facts are described. (JT)

Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)

Presents techniques for involving low achievers with essential mathematics requiring more than computational facility. Demonstrated is the need for students to be able to relate to the subject matter of mathematics - its structure and pattern, and its power - and only then be concerned with the precision, the computational skills, and the rules…

The relationship in the Pythagorean Theorem is introduced to low-ability seventh graders using Cuisenaire rods. The sequence of instruction is described. (MNS)