Facts are given about the ninth-century Arab mathematician Al-Khwarizmi, from whose name the word algorithm is derived. His influence on algebra and arithmetic are discussed. (MNS)

A teacher of hearing impaired eight-year-olds describes the use of a microcomputer in fostering students' language and arithmetic skills. Sample programs focus on scrambled sentences, comprehension, sentences, spelling, money value, and story problems. (CL)

The effects of age, grade placement, visual acuity, sex, arithmetic, and reading achievement were investigated on the integration of 61 visually handicapped children (8 to 22 years old). (CL)

Evidence suggesting that children can discriminate between enjoyment and value in their attitudes toward arithmetic is reported in relation to other research. Replication with more extensive scales and measures is urged. (MP)

Presents activities using the Three Pigs to increase students' understanding of addition and subtraction. Argues that addition and subtraction are something that students can view and participate in when using the Three Pigs instead of just the manipulation of numbers. (ASK)

Reports three experiments that show that anxiety effects were prominent in two-column addition problems, especially those involving carrying. Elaborates a theory of mathematics anxiety. Contains 50 references. (SKS)

Explores the real-life mathematics found in racing. Includes a worksheet. (YDS)

Uses cryptography to demonstrate the importance of algebra and the use of technology as an effective real application of mathematics. Explains simple encoding and decoding of messages for student learning of modular arithmetic. This elementary encounter with cryptography along with its historical and modern background serves to motivate student…

Suggests that strategy choice is a misleading characterization of efficient mental calculation and that teaching mental calculation methods as a whole is not conducive to flexibility. Proposes an alternative in which calculation is thought of as an interaction between noticing and knowledge. Presents an associated teaching approach to promote…

Nonfreshmen business students at two universities (n=333) evaluated two open-ended arithmetic expressions; 14.8% evaluated the first incorrectly and 33.3% the second. More recent high school graduates performed better. A refresher lesson on order of operations was recommended. (SK)

The article identifies five incorrect beliefs about mathematics often held by students who have difficulty with mathematics. They include: the relative size of numbers is more important than the relationships between quantities; computation problems must be solved by using a step-by-step algorithm; mathematics problems have only one correct…