Describes the development and evaluation of a method for introducing simple arithmetical symbolism to preschool children through the use of simple games. (JOW)

Eight articles address research in teaching essentials of decoding, instruction and research in reading comprehension, strategy training for arithmetic instruction, functional competence in communication instruction, vocational skills instruction for the handicapped, community living skills instruction for mildly retarded persons, and…

"Chisanbop" is a Korean word which means finger calculation method. It is based on the Korean abacus, and its emphasis is on fives. By using Chisanbop techniques, one can add, subtract, multiply, and divide large numbers. Chisanbop can be taught most effectively to large groups in the second grade. (JN)

A process for helping students in the elementary grades develop their own algorithms for subtraction with carrying is described. Pupils choose their own times and ways to move from manipulative materials to written notation. (MP)

Presents a plan that includes daily drills, games, and take-home papers to help fourth-graders memorize the addition, subtraction, multiplication, and division tables. (SJL)

The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

Demonstrates how students' power to recognize and express patterns and generality can be exploited in a variety of different ways that are connected to both arithmetic and algebra. Uses the Tunja sequence approach to teach multiplication of negative numbers and simplification of factors. (KHR)

Describes some interesting features of the book "Sumario Compendioso," first written in North America so that others can use it to enrich their classes and forge links between mathematics and other subjects. (KHR)

Uses concrete models to teach conventional algebraic topics with emphasis on connections to other mathematical concepts such as notion of variable, number properties, and geometry. (Contains 10 references.) (YDS)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

An approach to teaching factors and terms is offered that builds directly on students' knowledge of arithmetic. Errors arising from factor and term confusions are noted, followed by the pedagogical strategy of exploration, invention, and discovery. (MNS)

Presents a study to develop better understanding of the processes involved in the construction of oral and written symbolic systems and to grasp their role in the elaboration of the modeling function of numbers. Proposes ideas for teaching in light of this study and contributes better understanding of the relationship between numeration and…