Discusses the reform efforts of the National Council of Teachers of Mathematics' Standards documents and presents six research-based instructional strategies to use with students with learning disabilities: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, ground knowledge, and judicious review. Contains 55…

Examines students' understanding of the quantitative relationships, operations, and properties of relationships and operations that are introduced in arithmetic and beginning algebra courses. Develops alternative approaches to the teaching of structure such as the structural-to-computational model and the procedural-to-structural model. Concludes…

Investigates mathematics instruction at the collegiate level with the objective of gathering information from mathematics faculty regarding their beliefs toward mathematics, mathematics learning, and mathematics teaching; determining the extent of their awareness of National Council of Teachers of Mathematics' (NCTM) reform documents; and…

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 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)

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)

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…

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)

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

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)

Research is reviewed in four categories: teachers' beliefs about mathematics, mathematics learning, and mathematics teaching, and some other important teacher beliefs. Reflections are also included. (MNS)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

What research indicates about the issue of effective whole group instruction is presented and discussed. Teacher behaviors apt to be helpful are listed. (MNS)

Considered are concept development and errors in using both Logo and BASIC made by 25 prospective teachers in a computer literacy course. Understanding errors that students exhibit in programing may affect the ways mathematics teachers understand the process of learning structured content like mathematics. (MNS)