Presents an investigation of the benefits of mastery learning strategies for adults with mathematics skill deficiencies. Examines which student types benefit most from mastery learning, centering on affective characteristics. Demonstrates that students with low self-concept, control, and instructional mastery skills had higher achievement in…

Activities are presented to give students a picture of decimal concepts of tenths and hundredths. Three models (linear, regional, and value) are described, followed by four activities. (MNS)

A study of the effectiveness of a training program for selected mathematics faculty aimed at improving student achievement in a basic mathematics course is described. The assumption that extremely successful learners are qualified teachers is seen as erroneous. (MLW)

This annotated bibliography contains 12 references on computers in elementary school mathematics. Topics include developing mathematical concepts with microcomputer activities, teaching mathematics with computers in primary grades, microcomputers and problem solving, review for grade 1 software, early learning of logic and geometry using…

Each teacher has developed a set of beliefs about how to teach mathematics. The sources of these beliefs are discussed, in sections on the nature of teaching, the role of the mathematics teacher, teacher decision making, teacher decision making and knowledge of mathematics, and the teacher as an elementary mathematician. (MNS)

The need to provide understandable problems and ways to help children understand problems are explored. An interview with a sixth grader depicts his incorrect strategies and leads to suggestions for teaching problem solving using a range of mathematical models for each operation. (MNS)

Fourth-grade students' understanding of the order and equivalence of rational numbers was investigated in 132 interviews during an 18-week teaching experiment. Six children were instructed individually and as a group at two sites, with instruction relying heavily on manipulative aids. Strategies used to compare fractions were identified. (MNS)

How the College Board's Advanced Placement course description and examination were developed is described in some detail. Then the course itself is discussed, with a topic outline included. (MNS)

Presents a reading strategy that helps math students choose the correct operation to solve a story problem by identifying verbal evidence. (AEA)

Reports the results of a 1983 survey of state agencies involved in certification, with attention focused particularly on the requirement for teaching in the basic academic subject fields--English/language arts, social studies, science, and math. (HOD)

Beginning with a simple computer program to teach a fundamental concept and building in small increments is suggested. For the topic of repeated operations, three activities, an extension, and some problems are given. (MNS)

Solutions to addition and subtraction word problems were studied in a three-year longitudinal study that followed 88 children from grades one to three. They solved problems using a variety of strategies before formal instruction and used invented strategies several years after formal instruction. Four levels of problem-solving ability were found.…

Three lessons are outlined which employ "scholar dollars," pretend bills and coins of different denominations that students can make and use to help solve subtraction, division, and decimal problems. The technique clarifies difficult mathematical concepts by making them less abstract. (PP)

Using empirical evidence from 48 classrooms, argues that structural and organizational factors affect the stability and the formation of ability groups in an elementary classroom, which in turn affect growth in academic achievement. Holds that teachers are often impeded from forming the types of groups most conducive to student learning. (CMG)

Gifted students attending a week's summer mathematics program completed problems involving elementary number theory ideas and extensions. The sequence of these problems and strategies used are presented to help teachers looking for topics to enrich the mathematical experiences of students in middle grades or older. (JN)