Discusses several research efforts focusing on understanding students' attributes and validating instructional programs to improve mathematical learning and provides several instructional recommendations to assist teachers in enhancing mathematics learning for all students. (MKR)

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Describes the psychological analysis of the instruction of the concept of multiplication in the former Soviet Union. Presents a system of instructional situations in introducing multiplication and the main results of instruction for grade two. (MDH)

Describes Vygotsky's zones of proximal development, the importance of social interaction in learning through problem solving, and the benefits of modeling. Presents three implications for teaching and learning mathematics based on a teaching experiment focusing on these constructs. (MDH)

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)

Discussed are preservice elementary teachers' misconceptions and inconsistent beliefs about multiplication and division with decimals. Sources of inconsistencies and recommendations for overcoming inconsistencies are included. (KR)

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…