An experiment in which slow learners were successfully taught mathematical concepts by audiotape is described. Suggestions for further investigation are offered. (SD)

The author presents a manual notation system for addition and subtraction which promotes achievement and conceptual skills with the primary educable mentally retarded. (Author)

Intended for teachers of the visually impaired, the article provides information on the terminology; symbols; and use of metric ladders for area, volume, and temperature to covert from one denomination to another denomination of metric units. (SB)

The author argues that when behavioral objectives are properly used they can provide direction for learning, and that they need not be restrictive. (SD)

Several activities are described for students at different elementary grade levels. Some involve estimation of quantities, and others include reasoning about permutations and combinations. (SD)

This research was concerned with the way people identify and categorize letters and digits; the author attempted to answer which of these processes occurs first, with the focus on whether there is a logically determined sequence involved. (Author/RK)

Ways to use a calculator as an integral part of mathematics instruction in existing curricula are provided. Activities are proposed that will help children think about mathematics rather than merely push buttons. (MN)

Teaching basic number concepts by developing slides which picture the students themselves is described. (JT)

A series of learning activities used in grades one and two to teach number conservation and arithmetic are presented in detail. The activity sequence is based on working with one-to-one correspondences for a lengthy period before introducing arithmetic operation. The author claims the approach is very successful. (SD)

A method of using pegboards to illustrate addition of whole numbers is described. (SD)

The examples given in this article served as models for the basic principles of "Peer-Mediated Instruction," the focus of six years of classroom research at Teachers College, Columbia University and one approach to the buddy-system of teaching. (Author/RK)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

Three models are compared in terms of detail, scope, attention to individual differences, and how they deal with qualitative change and semantic processing. Two are information-processing models of arithmetical word problem-solving performance, and the third is a model of children's counting types and thinking strategies. (MNS)

Presented are the purposes served by mathematical investigation--the exploration of open situations in a relatively unstructured way--and an example (investigating numbers adding to 13), with numerous questions and conjectures. (MNS)

Presented is a theory of how competence with written mathematical symbols develops, tracing a succession of cognitive processes that cumulate to yield competence. Arguments supporting the theory are drawn from the history, philosophy, and psychology of mathematics. (MNS)