Guidelines for teachers to better use manipulatives in the teaching of mathematics to learning disabled learners are offered including a rationale for manipulatives, selection crteria, principles underlying productive use of manipulatives, and making the transition from the concrete to the symbolic. Suggested materials and distributors are listed.…

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

Compared two teaching strategies, delayed-prompting and fading, for teaching the most easily confused letters and numbers to preschoolers (N=39). The results indicated that children who received discrimination training using delayed prompting made fewer errors on the posttests for the letters and numbers mastered than did children taught via…

This chapter presents a yearlong teaching experiment involving a 4th grade class in a New Jersey school that focused on fractions. The 25 children worked in pairs or in small groups, then came together as a whole class for sharing in larger discussions. The development of children's thinking is explored through analyzing videotapes of class…

This book contains activities related to fractions and proportions. The activities span many grade levels as well as many levels of sophistication. Each activity is accompanied by a set of Teachers Notes that include a discussion of the mathematics topics, grade range, materials needed, mathematics of the activity, and implementation notes. All…

Discusses terminology used by teachers for the symbol "-x" which cause students to become confused. Suggested methods of avoiding this confusion are presented. (JP)

Author uses his expanded notation system for introducing children to mathematics and to enable them to successfully graduate to more complex math concepts. (Author/RK)

A teaching aid called EOPDICA (Electrically Operated Panel for Displaying Illuminated Colored Arrays) is described; suggestions for its use in teaching sets, elementary number theory, and place value and numeration are given. (DT)

Discussed are possible lessons for teaching prime numbers, composite numbers, factoring, and fractions. (CT)