Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

The present study compared the relative effects of 2 educational programs on kindergarten children. The experimental group took part in a numeracy-specific program, which focused on conceptual knowledge. Children were taught basic numerical skills such as understanding and handling numbers and their relations as well as counting principles. The…

Some probabilistic illustrations of the reliability coefficient are provided to assist in interpretation of this measure. All explanations are derived under the assumption that the joint distribution of examinee scores from two parallel tests is well approximated by a bivariate normal distribution.

The relationship between automatization ability (the tendency for repetitive routine aspects of behavior to become so overlearned that a minimum of conscious effort and attention is necessary for rapid efficient execution), as measured by the Rapid Automatic Naming (RAN) Test, and proficiency in arithmetic basic fact computation was investigated…

Described is the use by blind persons of the Cranmer abacus, a computational device adapted from the Japanese abacus. Noted is the lack of carefully controlled research on its use. A comparison of calculation by abacus and by paper and pencil is said to indicate that the use of such mechanical devices does not give the blind competitor an undue…

A concise method for computing areas under the normal curve using only functions typically found on desk and hand calculators is given. One version of this method will give three-decimal-pace accuracy, and a second, simpler version gives accuracy to two places. (Author/JKS)

This unit provides some activities designed to familiarize the reader with the TI-59 and instructions on creating a library of programs on magnetic cards. (MP)

Investigated whether and how children age 5 to 7 employed counting to measure and integrate the duration of two events, which were accompanied by metronome beats for half the children. The rhythm enhanced use of counting in younger children. By age 7, most counted spontaneously, using sensible counting strategies. (SKC)

In three experiments involving sets containing from 2z to 19 objects, preschool children gave the last counted word as the answer to the question "How many objects are there?" The relationship between children's answering with the last counted word to a how-many question and counting accurately varied with set size. (Author/RH)

Presents a microcomputer program (designed for Apple II but it can be modified) used to calculate various dimensions relative to a spur gear. Basic terms are identified and a program listing for gear calculations is included. (CT)

Analyzes the computational complexity of optimal binary tree pruning for tree-structured vector quantization. Topics discussed include the combinatorial nature of the optimization problem; the complexity of optimal tree pruning; and finding a minimal size pruned tree. (11 references) (LRW)

Discusses pervasive, or ubiquitous, computing; explains the notion of context; and defines context-aware computing as the key to disperse and enmesh computation into our lives. Considers context awareness in human-computer interaction and describes the broad topic areas of the essays included in this special issue. (LRW)