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)

Presents a number of transcript examples of correct and incorrect transferences by children. Considers the objects of transference including spoken words, written symbols, models and diagrams, arithmetic procedures, and structures. Discusses the use of transference in arithmetic education. (YP)

Explores the relationship between mathematical concepts and the circumstances of learning as they relate to within-individual variation. Analyzes previous results on mathematical concepts in and out of school in terms of their similarities and differences. (RJC)

Limitations in children's understanding of the symbols of arithmetic may inhibit choice of appropriate solution procedures. The teacher's role involves negotiation of new meanings for words and symbols to match extensions to solution procedures. (MKR)

Illustrates methods of teaching place value, multiplication, division, and metrics to adult basic education students. (SK)

Considers empirical evidence and theoretical issues that point out the need to reconceptualize individual differences in psychology. Studies use of arithmetic in everyday life and in the classrooms to explore consequences of cultural practices, the nature of individual differences in "ability," and links between practices and identity.…

This study found that 331 Toronto (Ontario, Canada) adolescent and adult subjects with learning disabilities could be grouped into three subtypes: (1) arithmetic disability, (2) reading disability, and (3) reading and arithmetic disabilities. Each group differed significantly from the others on tests of reading, spelling, memory, and other…

Presents a summary report of a discussion subgroup of the Algebra Working Group at the Seventh International Conference on Mathematics Education held in Quebec City, Canada in August 1992. Argues that pre-algebra should be viewed as a continuation of arithmetic that asks different questions about numbers. (12 references) (Author/MKR)

Six students with learning disabilities were taught to solve arithmetic problems appearing on worksheets containing self-monitoring checklists including mnemonic devices to facilitate retention. Results found student performance improved to the criterion level of over 90 percent correct and was maintained over a follow-up period. (Author/PB)

Tested whether positive reframing could reduce worry and improve arithmetic test performance of highly test anxious third and fourth graders (n=60). Found that type of instruction (neutral, reassuring, or positive reframing) had no significant effect upon subsequent test performance. Both high and low test anxious children who received positive…

The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

Reviews the early nineteenth-century American arithmetic textbook, "The Columbian Arithmetician." Examines the book for the societal importance of arithmetic, the audience to which the textbook was directed, the methods of learning mathematics, and samples of mathematical applications in the problems. (MDH)

Classification of arithmetic disorders is predicated on neuropsychological features and associated learning disabilities. Assesses the compatibility of these classifications on a nonreferred, population-based cohort of children (N=139) with developmental dyscalculia. Concludes that children with dyscalculia and disabilities in reading and/or…