Examines developmental changes in the resolution of conflicting goals involved in self-evaluation among children entering second, fourth, and sixth grades who represent high, medium, and low ability levels in arithmetic. Results are discussed in terms of strategies for balancing self-assessment with self-enhancement needs. (Author/RWB)

An investigation of how secondary students coped when taught binary arithmetic through a computer assisted instruction program used four treatment groups: learner control, learner control with advice; random program control, and adaptive program control. The random group performed less well, but no differences were found between learner and…

Presents five simulation models reflecting sequential levels of children's simple arithmetic story problem solving skills. Outputs of the models are compared with data obtained by presenting 60 five- to eight-year-olds with change problems to examine models' deterministic nature. Results indicate the models give an adequate description of behavior…

In this paper, I explore two beliefs about learning and teaching that I argue are prevalent among educators. The first is the belief that subject matter expertise is sufficient for success in teaching. The second belief is that to learn a specific content area, one needs to begin with an understanding of the formal structure and abstract…

I describe a major research program on primary mathematics in the UK, the Leverhulme Numeracy Research Program, and give a sample of some of the preliminary results. The program combines large-scale longitudinal survey and case studies, quantitative and qualitative data, and observation and intervention studies in order to try to ascertain how and…

Predictors of retrieval times produced by students having difficulty developing a reliance on retrieval for simple addition were discovered. The findings support the notion that separate limitations operate in working memory when retrieval occurs and call into question the use of the term "retrieval deficit" to explain difficulties…

Zoo Zillions contains five activities for grades K-2: Annie's Jungle Trail, 3D Gallery, Number Line Express, Gnu Ewe Boutique, and Fish Stories. These activities enable children to review and practice basic mathematics skills; identify three-dimensional shapes, watch them in motion, and create their own three-dimensional designs; locate numbers…

To probe beyond declarative knowledge about real numbers in secondary school, the authors interviewed students in Grades 9, 10 and 12. The main question seems to be whether the length of a decimal expansion is "indefinite" or "infinite." It blurs the mental representation of rational numbers as well. (Contains 3 footnotes.) [For complete…

The predictive validity of reading attitude, field independence, locus of control, and demographic variables for reading and mathematics achievement was investigated. Expressed Reading Difficulty, field independence, and locus of control all contributed substantially to the regression equation. (Author/CM)

Analyzes the solution of additive problems involving negative numbers by prospective primary school teachers using surveys. Concludes that students feel no need to use negative numbers in the solution of additive problems and compares results of this study to another study of same content done on secondary school students. (ASK)

Describes software tools designed to help students investigate relationships among representations of rational numbers that emphasize the part-whole model of a rational number. (KHR)

Presented are suggestions for increasing the efficient use of the transition board while reducing its overall size. Discussed are the construction and preparation of the boards. Teaching addition and subtraction using these materials is described. (CW)

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Discussed is the importance of incorporating calculators and computers into the primary grades. Number concepts, counting skills, place-value, basic operations, problem-solving, and higher order thinking skills can be reinforced by using calculators and computers along with manipulatives. (KR)

Discusses the use of calculators to calculate multiple operations. Describes calculating procedures and provides four different types of examples. (YP)