The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

Children between the ages of 10 and 13 were asked to write stories to accompany five computational problems. Stories were scored for suitability and it was found that students were most successful on subtraction and least successful on multiplication stories. Scores on this test correlated with mathematics achievement scores. (SD)

The article details a process to develop and test an instructional program designed to teach learning disabled students the procedural, process, and task specific knowledge necessary to solve four kinds of arithmetic story problems. Single subject and group research designs were used to evaluate the problem solving unit. (Author/DB)

The following two changes in conceptualizing learning difficulties are occurring: (1) a shift from identifying deficits to focusing on assessing knowledge and (2) the use of diagnoses that are more dynamic and domain specific. This article illustrates how these changes relate to knowledge of the learning process and to better instruction.…

Second and third graders from six Dutch elementary schools (N = 168) solved two sets of almost identical addition and subtraction sums at a two-week interval. Inconsistency in strategies, which characterized half the subjects, was related to unfamiliar sums and resulted in misinterpreted errors. (TJH)

Results revealed that arithmetic-disabled and spelling/arithmetic-disabled children had significantly lower storage and retrieval scores on a nonverbal task but did not differ on a verbal task; reading/spelling-disabled children differed only on retrieval scores from verbal task; and the reading/spelling/arithmetic-disabled children differed only…

Presents a collection of problems focusing on: (1) squares in arithmetic and number theory; (2) squares in geometry; (3) topics blending arithmetic and geometric aspects of squares; and (4) squares and Logo. A sample student worksheet (with answers) is included. (JN)

The principle of the permanence of the rules of calculation is contrasted with the concretization permanence principle. Both apply to situations where some arithmetical operation known to children for numbers of a certain kind is to be extended to include further numbers. (MNS)

The relationship between arithmetical concepts and solution methods is discussed. A case study illustrates the contention that some children with relatively sophisticated concepts express those concepts with primitive methods. (MNS)

Describes a continuous sequence of development of arithmetical and ratio reasoning capacity which very few students now attain in introductory science courses. Sequence progresses from verbal interpretation of ratio of two numbers, to arithmetical reasoning involving division, coupling arithmetical reasoning to graphical representation, and to…

The Cincinnati Public Schools' German-English Bilingual Alternative School program is discussed. The program was established in 1974 for some 200 monolingual first and second graders, and expands vertically each year to the next grade level. Tests of reading and arithmetic skills show achievement equal to or greater than regular students. (CHK)

Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…

This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction,…

We examined elementary school teachers' justifications to number- theoretical "for all" propositions and existence propositions, some of which are true while others are false. We also assessed whether teachers regarded their justifications as mathematical proofs. About half of the teachers produced formal algebraic proofs. A smaller number of…

We examined elementary school teachers' justifications to number- theoretical "for all" propositions and existence propositions, some of which are true while others are false. We also assessed whether teachers regarded their justifications as mathematical proofs. About half of the teachers produced formal algebraic proofs. A smaller number of…