The purpose of this study was to test several hypotheses from self-efficacy theory in the area of children's arithmetic achievement. Fifty-six elementary school children showing low arithmetic achievement were assigned to one of four treatment groups of 12 subjects each (modeling-attribution, modeling-no attribution, didactic-attribution,…

THIS REPORT ON THE PROGRESS OF THE IBM 1800/1500 CAI SYSTEM, AN AUTOMATED READING AND ARITHMETIC CURRICULUM FOR CULTURALLY DEPRIVED CHILDREN IN THE PRIMARY GRADES, DISCUSSES THE PROBLEMS INVOLVED IN GETTING THE SYSTEM INTO OPERATION IN THE BRENTWOOD SCHOOL IN STANFORD, CALIF. THE OPERATIONAL FEATURES OF THIS IBM SYSTEM AND THE METHODS BY WHICH THE…

In contrast to the traditional top-down approach, a bottom-up approach is proposed by current reform in mathematics education. According to this alternative proposal, algorithmizing is the activity in which students should be involved. What can we do when we want to enact such an algorithmizing approach in a classroom and our students have already…

This book contains a collection of fraction lessons that support curriculum and instruction. The goals of the lessons are to give all students the chance to learn how to: (1) name fractional parts of wholes and sets; (2) represent fractional parts using the standard notation including proper fractions, improper fractions, and mixed numbers, and…

This study examined the effects of a schema-based direct instruction strategy on the addition and subtraction word problem solving performance of three third- and fourth-grade students with learning disabilities. An adapted multiple probe across subjects design was used. The intervention involved training students to distinguish…

Diagnostic interviews were conducted with third graders to determine why they made mistakes on sixteen arithmetical tasks. A modified version of the Newman method of analyzing errors is discussed and applied to these interviews. (MP)

Investigates the arithmetic and algebra word problem-solving skills and strategies of future primary and secondary school teachers. Describes the evolution of these skills and strategies from the beginning to the end of teacher education. Indicates that, in the education of preservice primary and secondary school teachers, there is need for an…

Listed are the K-4 and 5-8 Standards involving probability. Three activities are suggested for grades K-4 and four activities are suggested for grades 5-8. In each activity, materials, concepts to be learned, and teaching methods are discussed. (CW)

Three activities which require a calculator with integer division capabilities are presented. In each activity, procedures and questions for discussion are included. Game boards, samples, and answers are included where appropriate. (CW)

Presented is a method of teaching adding and subtracting as an interrelated series of patterns using a number line. Examples of the use of this method as well as the materials necessary are discussed. Applications of the method to multiplication and division are given. (CW)

One method of making magic squares using a prolongated square is illustrated. Discussed are third-order magic squares, fractional magic squares, fifth-order magic squares, decimal magic squares, and even magic squares. (CW)

Performance of 5 students (ages 8 and 10) with moderate intellectual disability was compared as they received the DISTAR Arithmetic instructional intervention and a Discrimination Learning Theory (DLT) intervention not requiring a fast-paced verbal student response. Academic engagement and skill mastery were greater during the DLT intervention.…

Reviewed is an integrated approach to teaching place-value concepts. A semi-integrated approach is proposed which may provide a more effective implementation of the technique. (CW)

Indicates the shortcomings of paper-and-pencil tests. Reports the effect of an interview-and-teaching method for students who obtained correct answers by a mechanical process but lacked a conceptual foundation. Five references are listed. (YP)

Presents 3 examples for setting teacher's aims in Japanese and American mathematics classrooms. Provides 10 guidelines for teachers who would like to include more mathematical dialogue and encourage the expression of conceptual splatter in their classrooms. (YP)