Emphasizes the need to integrate math and writing and shows how writing can assist in understanding math concepts or processes. Suggests activities that encourage writing in mathematics, and suggests how to combine math and writing to create such activities. Provides examples of children's literature that can be used as an introduction into math.…

Offers examples of games and problem-solving strategies to help students solve word problems in mathematics. Emphasizes the importance of first considering the question the word problem poses and using game techniques to teach students how to transfer those same strategies to solve different math problems. (TJQ)

The influence of reading comprehension level on solving verbally expressed arithmetic problems was studied with 12 students (ages 8 to 12) who were prelingually and profoundly deaf. Reading comprehension level was related to students' problem-solving level. Verbal arithmetic problems contained linguistic forms that were difficult for deaf…

Explanations for problems in mathematics are offered, and examples that may lead to a better understanding of problems in mathematics are discussed. Examples include the developmental, dyscalculia, dyspedagogia, behaviorist, medical, psychoanalytic, cultural, curricular, social, transactional, moral, and eclectic models. A case study exemplifies…

Examined the relationship between counting knowledge and computational skills for 13 mathematically disabled (MD) first graders who showed a delay in acquiring mathematical skills and 24 nondisabled first graders. MD children's immature counting knowledge and poor skills at detecting counting errors underlay their poor computational skills on an…

Described are various ways that a computer algebra system (MAPLE) was used to facilitate the resequencing of skills and applications within an elementary college-level business calculus course. Experimental results confirmed earlier findings that skills acquisition is not a prerequisite to conceptual understanding or problem-solving ability. (JJK)

Ninety-six eighth and ninth grade algebra students were asked to judge the equivalence of pairs of equations and to justify their responses on the basis of transformations or calculations. Students who gave justifications based upon transformation schemes had a significantly higher rate of correct responses than students who calculated solutions.…

Discusses the hazards of using timed mathematics tests in hopes of helping children learn basic math facts. Provides samples of children's writing which discuss their feeling about timed tests. Presents one teacher's idea of combining her students' thinking about math with writing haiku poetry. (MG)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

Discusses reasons for the lack of mathematical problem-solving skills among students at all levels. Examines the complex cognitive processes required for problem solving. Reviews theories about the problem-solving process and lists the cognitive skills and steps necessary for successful mathematical problem solving. (PAA)

Assesses the competence of children (N=215) between the ages of 5 and 9 at addition by asking them to estimate the answers to addition sums. Reports that children at higher levels tend to produce more reasonable estimates than children at lower levels. Discusses the existence and nature of a zone of partial knowledge and understanding. Contains 31…

Constructed the Utrecht Early Mathematical Competence Scales to assess the development of mathematical competence in children ages 4 to 7 years using responses from 823 children. Results from the completed 80-item test show considerable differences in mathematical competence at each grade and age level. (SLD)

Examined aspects of dyslexia as they became apparent during the construction of geometrical figures by one student as described by another, one of whom had dyslexic symptoms. Found that both dyslexic and non-dyslexic children encountered many communication problems, but that directional confusion of dyslexic students was one of the major…

Investigates differential effects of two types of follow-up support (self-monitoring and consultation) on teachers' use of data-based instruction system and student achievement in mathematics computation. Results indicate students in both groups made comparable, significant achievement in math computation. Discusses implications for instructional…

Discussion of quantitative literacy (QL) at the undergraduate level considers specific quantitative skills necessary in the computer era, including numeracy in everyday events, numeracy as a liberal art, finding opportunities for quantitative thinking outside of traditional courses, and various options for meeting QL requirements. QL requirements…