Examined role of linguistic demarcation of numerals on cognitive representations of numbers with Caucasian children, 5-7 years old. Theorized that the linguistic paradigm does not always support the idea that language affects number concepts and that children's performance is shaped by other constraints. Results suggest that the task reflects…

Describes how 2 10-year olds developed drawings and numeral systems to symbolize their mental operations while dividing unit bars into thirds and fourths using TIMA: Bars, a computer microworld, as a medium for enacting mathematical actions. The symbolic nature of their partitioning operations was crucial in establishing more conventional…

This article describes the modifications that 12 early childhood educators in Japan made to the Sorry! board game to encourage kindergartners' logico-mathematical thinking. Logico-mathematical knowledge is described as including classification, seriation, numerical relationships, spatial relationships, and temporal relationships. Examples of seven…

This article describes how two young children with moderate/severe mental retardation were taught functional counting skills by helping with a snack delivery activity. Instruction involved a task analysis, use of pictures to represent objects and numbers, self-monitoring to increase student independence, and ongoing evaluation. The importance of…

Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but…

Performance of 5 students (ages 8 and 10) with moderate intellectual disability was compared as they received the DISTAR Arithmetic instructional intervention and a Discrimination Learning Theory (DLT) intervention not requiring a fast-paced verbal student response. Academic engagement and skill mastery were greater during the DLT intervention.…

Reviewed is an integrated approach to teaching place-value concepts. A semi-integrated approach is proposed which may provide a more effective implementation of the technique. (CW)

Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions.…

Analyzed were 19 preservice teachers' understanding of division in 3 contexts. The teachers' knowledge was generally fragmented, and each case of division was held as a separate bit of knowledge. (Author/YP)

Describes several phenomena in which interesting properties of numbers are demonstrated. Includes discussions of amicable, perfect, and sociable numbers. Presents computer programs for conducting a number chain search. (RT)

A study comparing 65 deaf and hearing Australian children, aged 7-13, found that deaf subjects were delayed in number and liquid conservation, but equally mature in justice reasoning. Deaf subjects were less likely to disagree with a reward allocation proposed by an adult and to make cognitive progress when encountering conflict. (Author/JDD)

Presents the use of manipulatives in the three stages of concept learning called concrete, bridging, and symbolic. Examines the three stages in developing the concept of rounding two-digit numbers. (MDH)

Tests of computational estimation ability (CEA), strategy (CES), and mental computation ability (MCA) of (n=124) fourth, (n=143) fifth, and (n=84) sixth graders found significant relationships between CEA and MCA and between CEA and CES but not between MCA and CES. (12 references) (Author/MKR)

Investigated children's preferred learning styles when exploring spatial concepts. Found that young children first develop the spatial concept of topology, which supports Piaget's theory, followed by the concepts of position. The two separate groups of children appeared to exhibit different learning styles when exploring space concepts. (AP)

The concept of fractional number was studied with 10- to 12-year-old and 13- to 16-year-old students who were deaf and hard of hearing (n=21) and comparison groups of hearing students (n=26). The deaf and hard-of-hearing students achieved similarly to younger hearing students in overall performance by fraction type and problem solving strategies.…