Eight seven- and eight-year-old hyperactive children were assigned to either a self-instructional training group or an attention practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. (Author/SBH)

Supports teachers in resolving problems of teaching long division. Discusses an approach focusing first on modeling the partition process with base-10 blocks and having students come to a conceptual understanding of the standard long division algorithm. Evaluation of the approach concluded that it helped students conquer the division concept. (ASK)

Discusses an exploratory study that examines student interpretation of remainders in division as applied to word problems in a restrictive school setting and in a real-world, out-of-school setting. Concludes that students lack the ability to map computational results to the real-world context. Contains 16 references. (DDR)

Children with arithmetic learning disabilities (n=16) and normally achieving controls (n=16) in grades 3-5 were administered a battery of computerized tasks. Memory spans for both letters and digits were found to be smaller among the arithmetic learning disabled children. Implications for teaching are discussed. (Author/CMS)

Attitudes, academic intentions, and attainment of students gaining a grade in A-level (Advanced level) mathematics were compared for those who followed a modular course and those assessed at the end of two years of study. Overall, the final grades of those assessed modularly were half a grade higher. (JOW)

Highlights how instruction linking home and school can be used to teach mathematics by building on experiences shared by most students. (KHR)

Explores different types of Bingo games in which students can work on mental arithmetic, solve equations, and recognize geometric shapes. (KHR)

Analyzes the arithmetized geometry from a semantical point of view and compares it with classical synthetic exposition of school geometry. Also analyzes the didactical use of one particular system of arithmetized geometry--namely Pogorelov's system--in the Greek Lyceum. Contains 33 references. (Author/JRH)

Presents a problem involving fractions for discussing and sharing of student responses to the problem at a later date. (KHR)

Analyzes from an historical perspective the extension of the natural-number domain to integers in students' transition from arithmetic to algebra in the context of word problems. Extracts four levels of acceptance of these numbers--subtrahend, relative number, isolated number and formal negative number--from historical texts. The first three…

Describes an innovative method for teaching 5th grade students how to solve ratio and proportion word problems with understanding. Uses the multiplication table as a conceptual support. (YDS)

Describes a year-long, career-based project to practice basic skills in a meaningful context until such skills are transferred to long-term memory. (YDS)

Shows the thinking used by students to solve the problem "Who Scored What?" that appeared in the February 2001 issue of this journal. (YDS)

Describes how the human body can be used to make sense of various number patterns and relationships. (YDS)

Describes some differences in representations of mathematical concepts and procedures of recent immigrants. Discusses considerations for success of recent immigrants. (YDS)