This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four strands: (1) skill lessons…

Nonroutine problem-solving, too, involves elements of routine. Often, elementary routines such as solving for a variable are not carried out without error. In this paper, we use new findings from neuroscientific research to explain why even excellent students make mistakes in elementary routines. [For complete proceedings, see ED489597.]

Noting that parental involvement is an important factor in student success, this study examined differences in student learning in reading and mathematics related to levels of parental volunteerism in kindergarten, after controlling for differences in testing scores at the beginning of the school year. The study drew on data from the National…

This book is about teaching computation in a way that accommodates children who do not learn best with traditional math teaching methods. The teaching approach draws on visual and kinesthetic learning strategies to help all students be math whizzes and provides a comprehensive program for elementary math skills. The concept of place value is…

This paper reports on a class assignment written by preservice teachers on the use of mathematics in different professions. The professions included licensed practical nurse, auto mechanic, research and development product manager for industrial cleaning products, dental office assistant, snack bar employee at a beach club, beauty salon owner and…

This paper provides a brief literature review on the use of building blocks in the elementary school classroom and discusses classroom activities using blocks as they influence other subject areas. The paper includes work activities that develop mathematics and science skills, language arts and reading, and social sciences. Comments on these…

An experienced math teacher presents techniques for motivating students to learn more math. Presented are mathematical warm ups, brain teasers, and ways to combat boredom. (MD)

Comparison of the computation ability in addition, subtraction, multiplication, and division of 155 students (ages 9-14) with learning disabilities (LD) and 266 normally achieving (NA) students demonstrated that NA students outperformed students with LD. Students with LD had more algorithmic errors, and failed to show growth patterns by age. NA…

Discusses interpreting the mean for a given set of data in two different ways. The first interpretation relates the mean to an equal distribution of data items, whereas the second interpretation relates the mean to a balancing point of the data. Also presents simple manipulative and graphing activities to provide a deeper understanding of the…

Describes a teaching experience with 3rd, 4th, and 5th grade students who participated in a project designed to give students opportunities to use a variety of mathematical skills while creating a peaceful community of friends. Concludes with ideas for adapting the project for other occasions and involving other mathematics skills. (KHR)

Enumeration and numerical reasoning levels of 19 children with specific language impairment (SLI) were compared to children matched for age and children matched for grammatical ability (GM). Children with SLI performed better than the GM group on reproduction of sets, numerosity of sets, an addition/subtraction condition, and transformation…

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)

Describes a mathematical game using a bingo format that allows students to explore the concepts of sample space, data interpretation, randomness, and theoretical probability while practicing addition skills. (YDS)

Compares outcomes of traditional and reform calculus courses in terms of students' retention of basic concepts and skills after the passage of time. Concludes that reform students retain better conceptual knowledge and traditional students retain better procedural knowledge. Demonstrates that reform calculus students understand concepts before…

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)