Examines the performance of deaf and hearing-impaired students in Queensland, Australia when solving arithmetic word problems. Subjects' solutions of word problems confirmed trends for learning students but their performance was delayed in comparison. Confirms other studies in which deaf and hearing-impaired students are delayed in their language…

Presented is a script for a classroom presentation introducing weighted means and geometric means to students who are already familiar with arithmetic means. Frequent questioning is included to keep the students mentally active and involved in the development of this new idea. Typical student responses to these questions are provided. (CW)

Strategies for teaching general mathematics effectively are discussed. Stressed are the use of calculators for arithmetic, individualized instruction, and teaching mathematics in context. Applications to vocational education are described. (CW)

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Presents four activities for the exploration of a balance, mass, the length of the balance arm, and the position of the fulcrum. Provides objectives, directions, extensions, answers, and worksheets for each activity. (YP)

Discusses a counting system and number operations. Suggests six distinct areas in a "number" subject: one-to-one correspondences; simple counting process; complicated counting process; addition and multiplication; algorithms for the operations; and the decimal system. (YP)

Approximately half of a group of 12-year-old students were taught fraction and ratio topics by a concrete process-oriented method. The others were taught in the regular way. The concrete, process-oriented approach resulted in significantly improved achievement in, and attitude toward, fractions and ratios. (Author/DC)

Two mathematics curricula ("Distar Arithmetic" and "Scott Foresman Mathematics" and two arithmetic tests ("KeyMath" and the "Iowa Tests of Basic Skills" for grades one-three were examined for correspondence of content and types of learning required. A consistent lack of content correspondence was found among…

The Diagnostic Testing and Prescription model, developed by the Center for Talented Youth at Johns Hopkins University (MD), was implemented in seven sixth-grade classes at three Brooklyn schools. The selected 165 students were provided an accelerated curriculum (covering arithmetic, prealgebra, and in some cases, algebra) and completed from 1-2.5…

Tests of (n=107) third through sixth graders' basic addition facts found that 34% of errors involved the addition of zero and 83% of the remaining errors involved at least one of the digits 7, 8, or 9 when the other addend was 4 or more. (20 references) (MKR)

Explores abundant numbers and presents a proof that abundant numbers of every order exist. Readers are encouraged to use the included computer program to explore abundant numbers for themselves, look for patterns in the output, and consider further questions. (Author/MKR)

Discusses mathematics education research on multiplication and division which implies that instruction should emphasize development of a sound conceptual basis for multiplication and division rather than memorization of tables and rules. Presents action research ideas. (10 references) (MKR)

Describes three approaches teachers can use to help students understand the computation of numbers: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

A checklist is presented to identify common problems students exhibit in arithmetic. Alongside general areas of need, common mistakes are listed to help diagnose error patterns for targeting specific skills and designing effective intervention. General areas include readiness, problem solving, whole-number computations, fraction computations, and…