Social comparative information and proximal goals' influence on skillful performance and percepts of self-efficacy were examined in low-achieving children in arithmetic. A significant main effect on perceived efficacy due to proximal goals was found. Problem-solving goals and comparative information treatments together resulted in the highest…

Reports on a study that examined which of four major components of word problem solving ability was currently keeping a student from solving word problems. Reviews two recent series of supplementary materials that show promise for helping teachers improve their students' problem interpretation. (FL)

Several subtraction algorithms are analyzed to see if they involve borrowing. The main focus is on an analysis of a procedure called the residue method. The operational arithmetic which underlies the symbolic manipulations is examined and conditions where the method does and does not use borrowing are highlighted. (MP)

Eight articles address research in teaching essentials of decoding, instruction and research in reading comprehension, strategy training for arithmetic instruction, functional competence in communication instruction, vocational skills instruction for the handicapped, community living skills instruction for mildly retarded persons, and…

"Chisanbop" is a Korean word which means finger calculation method. It is based on the Korean abacus, and its emphasis is on fives. By using Chisanbop techniques, one can add, subtract, multiply, and divide large numbers. Chisanbop can be taught most effectively to large groups in the second grade. (JN)

Failure of most children to solve word problems beyond the simplest is seen to stem from two causes: failure to understand applied arithmetic and failure to relate problems to the real world. Relevant research is reviewed, and a route for new research is proposed. (MP)

Using error analysis and individual interviews, the problem-solving actions of first and second graders were analyzed. Shortcomings of children's knowledge and solution strategies were seen to be overcome by instruction. A control group, with usual arithmetic instruction, and an experimental group were established and the hypothesized…

Presents five math games designed to give students extra practice in basic math operations. Each game is easy to make and stores in a file folder. (SJL)

A process for helping students in the elementary grades develop their own algorithms for subtraction with carrying is described. Pupils choose their own times and ways to move from manipulative materials to written notation. (MP)

Presents a plan that includes daily drills, games, and take-home papers to help fourth-graders memorize the addition, subtraction, multiplication, and division tables. (SJL)

The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

A description is given of a calculator-oriented arithmetic course given at a community college. Problem solving was the primary objective of the course. (MK)

Describes a method of instructing adult students in arithmetic which is used at LaGuardia College (New York) and which allows for the full implementation of mastery learning principles within a semester or quarter system and avoids some of the difficulties of the Personalized System of Instruction (PSI). (AYC)

Presented is evidence suggesting that many of the 6 percent of children who have difficulty with arithmetic suffer from a neurological development lag rather than an underlying deficit. Such pupils appear to favor the right cerebral hemisphere, which serves spatial functions, rather than the left, analytic half of the brain. (Author/KC)

Behavioral observations of 177 students in classrooms for educable mentally retarded children and for educationally handicapped children (mean ages 10 and 11 years) were compared to their achievement scores. (Author)