This study attempted to identify the things that help elementary school students solve verbal problems. Among the types of things included for examination were: the attributes of problems, the tools used, and the problem transformations that were possible. The summary of findings is comprised of 29 diverse types of statements grouped under four…

The basic scope of this study is to investigate the learning of mathematical concepts by primary grade students whose native language is other than English (Spanish). The efforts of the investigators in the study and the analysis of students' behaviors are to be concentrated in the areas of addition and subtraction operations, concept of number,…

The Minnesota School Mathematics and Science Teaching (MINNEMAST) Project is characterized by its emphasis on the coordination of mathematics and science in the elementary school curriculum. Units are planned to provide children with activities in which they learn various concepts from both subject areas. Each subject is used to support and…

This form rates childrens' grasp of basic mathematical concepts and procedures. See TM 001 111 for details of the program in which it is used. (DLG)

An intensive 10-day peer tutor training component is described as a key element in the success of a peer tutoring program in mathematics for 21 low-achieving second graders. Results suggest the program's effectiveness in increasing the speed and accuracy of responses on written speed tests of addition facts. (Author/JW)

Describes a rural school system's successful efforts to help second- and third-grade students master basic facts in arithmetic by developing and using audiotaped material for addition and subtraction. Explains the development of the three-phase tapes. Notes the improvement of students' attitudes and the disappearance of finger counting. (SB)

This guide is a collection of ideas for mathematics activities which were assembled and tested by primary teachers. The activities supplement the teaching of basic numeracy and include topics such as algorithms, pyramids, magic squares, multiples, and number values. The guide is organized into four sections: (1) addition and subtraction; (2)…

Two classes of second graders (24 high and 19 average math ability students) were taught to use differing schematic drawings to represent differing categories of addition and subtraction word problems. Results indicate that American textbooks could include many more difficult word problems than is currently the case. (TJH)

Validated models of mental addition processing by testing children and adults in a production task paradigm. Examined individual-difference relations between strategy choice parameters and criterion-related measures of ability. Found that individual differences in the apparently calculative processes that underlie numerical facility are highly…

This evaluation study with 94 elementary students (50 with mild mental handicap) compared computer-assisted instruction (CAI) and paper-and-pencil practices in promoting automatization of basic addition and subtraction skills. Findings suggested CAI was more effective but that the students with mental handicap required more practice than…

Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)

This study, involving 34 third graders, assessed the differential effects of a specific and general strategy on experts and novices' transfer and maintenance performance of part-whole addition and subtraction word problems using dynamic assessment. Dynamic assessment indicated important differences between experts and novices. (Author/JDD)

This paper proposes a theory that can account for differences between everyday and formal mathematics knowledge and a set of processes by which informal knowledge is transformed into formal mathematics. After an introduction, the paper is developed in five sections. The first section lays out the nature of informal, everyday mathematics knowledge.…

This paper looks at the issue of mathematics learning from a developmental perspective. It begins by focusing on the importance for teachers of understanding how mathematical thinking develops. The New Zealand Number Framework is used as an example of a developmental progression that is of particular relevance to the teaching of mathematics. The…

In recognition of the fact that young children develop informal number concepts and strategies for solving several basic types of verbal addition and subtraction problems before entering school, but lose this ability after a few years of schooling, the study created and tested an intervention designed to build on the children's early insights. A…