The use of fingermath, a form of arithmetic computation with the fingers, is compared to use of the abacus in helping visually impaired and blind students develop mathematic concepts. Fingermath is explained to be more concrete, simple, and accessible. (CL)

Eleven adults who had been diagnosed as dyslexic in childhood were evaluated via psychological and educational testing and interviews. Reading and spelling deficits were marked, and patterns of skill weaknesses and cognitive abilities were found to have remained remarkably consistent over the approximately 17-year period. (CL)

The literature review focuses on methods for teaching arithmetic to educable mentally retarded students. Arithmetic skills required for everyday functioning are noted, learning characteristics of educable students are considered, and selected instructional strategies for teaching fundamental arithmetic functions and concepts are mentioned. (SB)

Results from testing 20 first graders in a remedial class in Maryland indicated that: same pattern recognition was significantly higher than reverse pattern recognition; identical pattern recognition did not affect performance on reading and arithmetic achievement; reverse pattern recognition significantly affected performance on reading and…

Remedial math instruction emphasizing auditory procedures with 224 elementary students with learning disabilities in arithmetic resulted in significant improvements in the Standard Aptitude Test for third-grade scores in computation and concepts, fourth- and fifth-grade scores in concepts, and sixth-grade scores in computations. (CL)

Describes two experiments that investigate how "buggy algorithms" in multi-digit subtraction are used. The first experiment tested third grade students (N=110) and repeated the test two years later. The second experiment tested students in grades 3-6 (N=301). Contains 21 references. (DDR)