Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

Suggestions are given for effective classroom diagnosis and remedial instruction techniques that may provide some mathematical therapy. (JT)

An elective course aimed at giving tenth-grade students some experience with practical arithmetic problems is outlined. The two-week course is designed primarily for students who will be leaving at the end of the year and includes topics such as calculators; earning, spending, and saving money; tax; and buying a car. (MN)

Four games modelled on television quiz shows are described. The games are useful for providing students with drill and practice on basic concepts and operations. (SD)

Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)

The informal arithmetic inventory, an informal diagnostic technique for use with elementary age students, indicates a child's specific weaknesses in arithmetic, such as inadequate concept development, poor computational skills, or inability to apply skills in a practical problem solving situation. (SBH)

Described is a multiplication unit for intermediate aged emotionally disturbed boys which used citizen band radio terms and a drawing of a road to record individual progress. (CL)

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

Described is a model for teaching improper fractions and mixed numbers and some activities for working with them at the precomputational level. (PK)

This article is reprinted from the February 1954 issue of the "Arithmetic Teacher." It is a succinct and perceptive analysis of mathematics education for children during the first half of this century. (MNS)

The effects of problem size on judgments of commutativity by 51 moderately and mildly retarded students were investigated. Results indicated that many retarded students who are given computational practice recognize the general principle that addend order does not affect the sum. (Author/DB)

Children's solutions to simple word problems requiring addition or subtraction skills develop through four stages: (1) modeling with objects; (2) utilization of both modeling and counting strategies; (3) reliance on counting strategies; and (4) reliance on number facts. The current primary mathematics curriculum fails to capitilize on rich…

Attainments and curriculum appropriateness in reading and math were examined for 24 physically disabled elementary pupils. In general, evidence supported the effectiveness of classroom teaching in reading although doubts were raised about number work. Teachers' positive outlooks regarding their pupils contrasted with their negative evaluation of…

Analysis of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth-graders indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12-week follow-up. Students also increased peer…

Provides instructions and worksheets for activities on: (1) sorting sets (grades K-one); (2) telling place values of two-/three-digit numbers (grades two-four); (3) recognizing multiplication/division facts (grades four-six); and (4) computing problems that contain multiples of 10, place value problems, and subtraction problems with many zeros…