Uses concrete models to teach conventional algebraic topics with emphasis on connections to other mathematical concepts such as notion of variable, number properties, and geometry. (Contains 10 references.) (YDS)

Demonstrates how to extend student awareness of a common computational pattern into the realm of algebraic thinking through carefully selected, sequenced activities and guided discussion. (YDS)

The performance on a battery of cognitive tests of an individual with extraordinary ability at mental arithmetic was studied. Implications of the rather ordinary test performance of Shakuntala Devi in contrast with her calculating speed are discussed with reference to memory and information processing. (SLD)

Longitudinal findings on phonological awareness and progress in reading and spelling of 65 children from 4 years, 7 months to 6 years, 7 months strongly supported views that sensitivity to rhyme leads to awareness of phonemes, which in turn affects reading; and rhyme makes a direct contribution to reading that is independent of connection between…

Describes number strips, arrow diagrams, and grids for number operations. Provides diagrams for the activity materials. (YP)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Discusses how to use calculators in the mathematics classroom. Provides some teaching examples. (YP)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Outlines various subtraction methods, such as the decomposition method, equal-addends method, and low-stress algorithm. Describes a subtraction method by addition of complements. Discusses the advantages and disadvantages of the method. (YP)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

An approach to teaching factors and terms is offered that builds directly on students' knowledge of arithmetic. Errors arising from factor and term confusions are noted, followed by the pedagogical strategy of exploration, invention, and discovery. (MNS)

Call for reforming mathematics teaching has been sounded loudly and strongly. Change from teaching standard algorithms to having children invent their own methods requires major pedagogical shift. Teachers must trust students' inventiveness and ability to make sense of numerical situations, be committed to thinking and reasoning as cornerstone of…

This case study of a low-achieving first grader learning to subtract two-digit quantities with several different pedagogical objects demonstrates the complexities of the conceptual shift from the tens part of a number to the ones part. An appendix contains interview transcripts. Contains 52 references. (Author/MKR)

This article proposes use of a restructured hundreds chart that involves a right-to-left sequence of numbers (similar to the direction of computations) and inclusion of zero. Specific instructional activities using the restructured chart are suggested for teaching such skills as counting, number identification, numerical relationships, place…