Examined were differential performances among categories of first graders when solving arithmetical workd problems of eight types under two distinct conditions. The categories were based on various types of quantitative comparisons which children are known to make. Several statistically significant results were obtained involving differences…

Investigated was arithmetic achievement of fifth grade students under three treatments: immediate knowledge of results, immediate knowledge with token reinforcement, delayed (24 hours) knowledge with no reinforcement. Differences between treatment groups were not significant. (RS)

Facts are given about the ninth-century Arab mathematician Al-Khwarizmi, from whose name the word algorithm is derived. His influence on algebra and arithmetic are discussed. (MNS)

A teacher of hearing impaired eight-year-olds describes the use of a microcomputer in fostering students' language and arithmetic skills. Sample programs focus on scrambled sentences, comprehension, sentences, spelling, money value, and story problems. (CL)

The effects of age, grade placement, visual acuity, sex, arithmetic, and reading achievement were investigated on the integration of 61 visually handicapped children (8 to 22 years old). (CL)

Evidence suggesting that children can discriminate between enjoyment and value in their attitudes toward arithmetic is reported in relation to other research. Replication with more extensive scales and measures is urged. (MP)

Presents activities using the Three Pigs to increase students' understanding of addition and subtraction. Argues that addition and subtraction are something that students can view and participate in when using the Three Pigs instead of just the manipulation of numbers. (ASK)

Reports three experiments that show that anxiety effects were prominent in two-column addition problems, especially those involving carrying. Elaborates a theory of mathematics anxiety. Contains 50 references. (SKS)