Demonstrates how an investigation of measurement and representative numbers can engage all levels of student ability. Asks students to learn about representative numbers in order to answer a question they find intriguing. (YDS)

Describes a framework to help teachers decide when to use calculators with their students. (YDS)

Examines student solution strategies to a problem that appeared previously in this journal. (YDS)

Discusses a content-integration program in which Spanish is introduced while mathematics and other subjects are reinforced, creating a winning combination for students, teachers, and preservice teachers alike. (Author/NB)

Explores young children's intuitive strategies for partitioning sets of objects. (Author/NB)

Discusses how teachers can help English-language learners develop computational fluency. (Author/NB)

Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)

Presents mathematical calculator activities used by students individually, in small groups, or as problems of the week. Suggests using calculators to enhance and stimulate student learning. (KHR)

The study with two elementary students who had low levels of completion and accuracy on daily arithmetic assignments found that a negative consequence was not necessary and that use of a positive component alone was sufficient to maintain high levels of completion and accuracy. (Author/DB)

Presents a number of transcript examples of correct and incorrect transferences by children. Considers the objects of transference including spoken words, written symbols, models and diagrams, arithmetic procedures, and structures. Discusses the use of transference in arithmetic education. (YP)

Explores the relationship between mathematical concepts and the circumstances of learning as they relate to within-individual variation. Analyzes previous results on mathematical concepts in and out of school in terms of their similarities and differences. (RJC)

Limitations in children's understanding of the symbols of arithmetic may inhibit choice of appropriate solution procedures. The teacher's role involves negotiation of new meanings for words and symbols to match extensions to solution procedures. (MKR)

Illustrates methods of teaching place value, multiplication, division, and metrics to adult basic education students. (SK)

Considers empirical evidence and theoretical issues that point out the need to reconceptualize individual differences in psychology. Studies use of arithmetic in everyday life and in the classrooms to explore consequences of cultural practices, the nature of individual differences in "ability," and links between practices and identity.…

This study found that 331 Toronto (Ontario, Canada) adolescent and adult subjects with learning disabilities could be grouped into three subtypes: (1) arithmetic disability, (2) reading disability, and (3) reading and arithmetic disabilities. Each group differed significantly from the others on tests of reading, spelling, memory, and other…