An eight-step teaching guide to help elementary students become familiar with electronic calculators. (Author/SJL)

It was concluded that published training procedures are weak with respect to provision of a comprehensive list of well- defined behaviors, experimental analyses, and assessment of generalization. A behavior analysis approach for developing methods for teaching prearithmetic skills is advocated. (Author)

The article looks at primitive counting techniques and suggests a systematic set of diagnostic activities for teaching young learning disabled children to count. (SBH)

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

Uses number sense to involve students in calendar activities based on the Julian and Gregorian calendars. (YDS)

Describes the construction and use of the "fraction computer," a simple manipulative that helps pupils understand how to add and subtract unlike, unrelated fractions. (YDS)

Uses base-ten manipulative pieces to illustrate divisibility tests with single-digit divisors. (YDS)

Discusses the relationship between computational fluency and number sense in early childhood mathematical development. (Author/NB)

Suggests that algorithms, both traditional and student-invented, are proper objects of study not only as tools for computation, but also for understanding the nature of the operations of arithmetic. (Author/NB)

Describes the work that students and teachers do to develop computational fluency for subtraction. Examines the orchestration of whole-class discourse and presents a collection of common strategies. (Author/NB)

Suggests ways to increase students' computational fluency using concrete materials, engaging tasks, and reflection time to increase number automaticity, flexibility in thinking about numbers, and use of efficient problem-solving strategies to find sums and differences. (Author/NB)

In two experiments, large effects of variations in the form and timing of the cardinality question suggested that preschoolers' cardinality responses were situation-specific. Results suggested that children had no initial understanding of the relation between cardinality responses and numerosity. (RH)