The nature of arithmetic disabilities in children is discussed first in this review. Then research studies are reported, classified by cognitive and neuropsychological studies and social competency studies. Finally, suggestions for remediation are provided. (MNS)

Informed by theory and research in inquiry-based classrooms, this paper examines how classroom practices support students' understanding of decimals. Data from a six-month teaching experiment, based on the work of Moss and Case's (1999) use of percentages and metric measure as visible representations for students' emerging understanding of…

Standards in numeracy are a constant concern to educational policy-makers. However, why are differences in arithmetical performance so marked? In "Individual Differences in Arithmetic", Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy…

Presents 14 problems organized into three levels of difficulty. Topics include algebra, pattern identification, probability, and geometry. Includes solutions to the problems. (DDR)

This study tested the effectiveness of an experimental instructional strategy for writing arithmetic sentences for simple multiplication and division story problems involving nonintegral factors. Significant effects in favor of the experimental group were found on an intermediate test and a posttest. (Author/CW)

The use of commercial games to design and construct games to drill specific mathematics skills is discussed. Game types discussed include card games and board games. Two game boards adapted from "Chutes and Ladders" and "Battleship" are provided. (CW)

An activity for grades 6-10 designed to allow students to explore a hundred chart to discover patterns is presented. Discussed are materials, objectives, and procedures. Three worksheets with answers are provided, and an extension activity is suggested. (CW)

Assessed are the extent to which the beliefs, "multiplication always makes bigger" and "division always makes smaller," are explicitly held by preservice elementary teachers. Insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems…

Following a description of findings from published research on computer assisted instruction with learning-disabled students, sources of software reviews and suggested criteria for software evaluation are provided. Stressed are the importance of a program's technical and instructional adequacy and the appropriateness of the materials for an…

Two studies involving three adolescents with severe emotional disturbance/behavior disorders and learning difficulties examined effects of problem difficulty and reinforcer quality upon time allocated to two sets of arithmetic problems. Results have implications for understanding the effects of problem difficulty and reinforcer quality on behavior…

This study, involving 30 elementary students with learning disabilities, found that students performed significantly better on mathematics tests given using a computer than by paper and pencil. It found no differences among variations of computer-assisted instruction, with either static or animated pictures and either utilizing or not utilizing a…

Interviews with 72 mixed ability students, aged 7 to 12, about arithmetic problem-solving strategies, indicated that the preference between procedural and deductive strategies becomes a divergent reality across ability levels. Among the conclusions is that more able children tend to be doing a qualitatively different sort of mathematics than their…

Discusses the first session and events from other sessions of a mathematics circle consisting of the author and four preschool children. Presents discussions that ensued with the children when asked to solve problems related to Piaget's stages of cognitive development. (MDH)

Proposes a theory of cognitive processes in doing and learning place value arithmetic. Discusses a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring to measure the relative difficulty of two methods of subtraction. The model predicts that regrouping is more difficult to learn than an alternative…

Investigated the upper limits of (n=22) seventh-grade students' informal processes in solving first degree equations in one unknown prior to instruction. Results indicated the existence of a cognitive gap between arithmetic and algebra characterized as the students' inability to operate spontaneously with or on the unknown. (37 references)…