Elementary education students (n=141) were asked to estimate answers to 25 arithmetic problems. Half were presented the problems in an application (word problem) format, and the other half received the same problems in a computational format. Results indicated higher success levels with the applied format which is contradictory to previous results…

Eye-fixation analysis of 38 undergraduates allowed identification of phases in solution of arithmetic word problems and location of students' difficulties with inconsistent problems within the phases. Results indicate that the locus of the inconsistency effect lies outside the execution phase of problem solving. (SLD)

Presents a model of rational number using pairs of line segments which can embody ratios of numbers. Actions upon these segments can embody arithmetical operations. Discusses tasks in a computer environment for bringing out diverse algebraic and geometric meanings of rational numbers. (Contains 23 references.) (MKR/Author)

Attempted to establish the incidence of using taught algorithms versus invented methods of subtraction in (n=1,370) male secondary school students and to relate the use of invented methods to age, mathematical achievement, and lateral thinking ability. Use of invented algorithms increased with age. (23 references) (MKR)

Presented is an activity which examines an arithmetic concept from a geometric point of view. Objectives, prerequisite learning, and procedures are discussed. Four worksheets are provided with answers. (CW)

Activities that illustrate a problem-solving approach to teaching grouping symbols, such as parentheses and brackets, are described. Suggested exercises, answers to those exercises, and variations of this activity are included. (KR)

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

Examined the effects of stress related to a competitive arithmetic test on a group of 301 children and young adults in 7 age cohorts ranging from 7 to 20 years by measuring changes in heart rate. Discovered some age and sex differences, and found that the oldest group had the greatest increase in heart rate. (MDM)

Discussion of limiting response time for students' answers focuses on a study of Israeli elementary students that investigated the effects on their performance of increasing the response time in computer-assisted instruction (CAI) for arithmetic drill and practice. Effects on high- versus low-aptitude students, and younger versus older, are…

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)

Six elementary-age children with learning disabilities were found to learn subtraction facts more rapidly when a rule teaching and correction strategy was employed, compared to learning facts by rote. A study of generalization of rule usage found that the two children studied did generalize the strategy to an additional problem. (Author/JDD)

Freudenthal was the founder of realistic mathematics education, in which reality serves as a source of applications and learning. Takes a newspaper article about reproducing a Van Gogh painting using plants in a field to exemplify a rich context problem containing elements of all areas of elementary school mathematics. (MDH)

Reports on the findings obtained from teaching initial multiplication concepts, skills, and principles to students with disabilities, low-achieving students, and students who were achieving normally in inclusive, general-education settings. Contains 52 references. (ASK)

Presents results of a study of the development of early mathematical competence related to counting among young poor arithmetic achievers in the four- to seven-year age group. An Additional Early Mathematics program was offered to students scoring below a criterium with either guiding instruction or structured instruction. (Author/LRW)

Studied relations among children's short-term memory, working memory, inhibitory control, and arithmetic word-problem solving. Found that poor problem solvers had lower scores and made more intrusion errors in working memory tasks requiring inhibition of irrelevant information than good problem solvers. Findings indicated that performance relates…