One hundred eighty-eight randomly selected case studies of adjudicated adolescents were analyzed to determine their intellectual levels and the scholastic achievement levels in reading and arithmetic. (CL)

Reviews the historical development of subtraction algorithms used in the United States. Indicates that the algorithms used to teach subtraction have not changed much in the last 40 years, but in the late 1800s and early 1900s, different algorithms were developed that had a great impact. Contains 22 references. (DDR)

Presented preschoolers and first graders with 3-term inversion problems such as 3 + 2 - 2 and similar standard problems to examine whether children used the inversion principle and if use was based on qualitative identity, length, or quantity. Found that both age groups showed evidence of using inversion in a fully quantitative manner, indicating…

Reports research designed to explore the possibility that conceptually different forms of common-fraction understanding can be identified. Such forms may be associated with differences in fraction problem solving-performance. Contains 50 references. (DDR)

Explores written calculation methods for division used by pupils in England (n=276) and the Netherlands (n=259). Analyses informal strategies and identifies progression towards more structured procedures that result from different teaching approaches. Comparison of methods used shows greater success in the Dutch approach which is based on…

Demonstrates how an investigation of measurement and representative numbers can engage all levels of student ability. Asks students to learn about representative numbers in order to answer a question they find intriguing. (YDS)

Describes a framework to help teachers decide when to use calculators with their students. (YDS)

Examines student solution strategies to a problem that appeared previously in this journal. (YDS)

Discusses a content-integration program in which Spanish is introduced while mathematics and other subjects are reinforced, creating a winning combination for students, teachers, and preservice teachers alike. (Author/NB)

Explores young children's intuitive strategies for partitioning sets of objects. (Author/NB)

Discusses how teachers can help English-language learners develop computational fluency. (Author/NB)

Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)

Presents mathematical calculator activities used by students individually, in small groups, or as problems of the week. Suggests using calculators to enhance and stimulate student learning. (KHR)

The study with two elementary students who had low levels of completion and accuracy on daily arithmetic assignments found that a negative consequence was not necessary and that use of a positive component alone was sufficient to maintain high levels of completion and accuracy. (Author/DB)