Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

Reports on a study to determine if having students write about the work required in doing three types of exercises from elementary algebraic fractions would affect the students' error patterns on quizzes. The study involved six developmental studies in elementary algebra classes. (PK)

This study surveyed 91 special education teachers to determine perceived mathematical needs of exceptional children, ways teachers assess skill deficits, and teachers' methods and backgrounds. The continuum of skills corresponded to the standard curriculum. (MNS)

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…

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)

Discussed are the background and implementation of a method of teaching fractions to primary children referred to as "The Visual Concept of Fractions." The advantages and criticisms of the use of this method are stressed. (CW)

Describes the relationship between language concepts and the basic patterns of mathematical expressions. Suggests ways to improve the reading comprehension, writing ability, and reasoning skills of school and college students by integrating language topics into the mathematics curriculum. Discusses the use of language concepts in algebraic…

Some of the major curriculum and instructional problems that precipitate failure among learning disabled adolescents are discussed. A variety of intervention strategies to increase success are then presented. (MNS)

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)

The use of neurolinguistic programming techniques is suggested as a means of enhancing rapport with students. Mirroring, digital mirroring, analog mirroring, metaphors, knowing persons, and how these aid in presenting content are each discussed. (MNS)

Discusses students' preconceptions of randomness and offers an alternative way to think about the concept using the idea of complexity. That is, the randomness of a sequence can be measured by the difficulty of encoding it. Methods of judging complexity and implications for teaching are discussed. (Contains 30 references.) (MKR)

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)

Presents guidelines for developing and evaluating games in mathematics, including a concrete example--coordinate geometry taught by the Rubber Bones game--and its evaluation using (n=52) seventh graders. Guidelines for development include analysis of the concepts and the learner, nature of learning, enjoyability, integration, and evaluation. (48…

Factors which appear to positively affect student motivation are discussed. Sixteen suggestions from research for motivating students are listed, and references are included. (MNS)

The problems of diagnosis and remediation have been an important concern for both mathematics and special educators. Defines an important agenda related to the role of diagnosis in improving mathematics instruction in the regular classroom and for children with special needs, both with and without learning problems in mathematics. Contains 47…