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…

The purpose of this instructional packet is to inform teachers and parents about children's development of numeracy in the early years of schooling. "I Can Do Maths" questions are in a child-friendly format and require children to write, draw, count, and measure. Two "ezi-guides" are provided to make administration easier. Keeping track of the…

This book offers schools an assessment instrument to identify and help children who under-achieve in early numeracy. The book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. The LFIN consists of 11 key aspects of early number development including identifying the stages of early arithmetical learning,…

This book features a guide to teaching mathematics more effectively. Examining the different ways students acquire mathematical skills, it helps teachers develop flexible teaching methods that suit these varied ways of learning. Common areas of learning difficulty in mathematics and why students fail, ways for teachers to determine gaps in…

There is a new wave going on in the Dutch Adult Education, similar to the ideas of Open Learning Centers in Further Education in Great Britain. The intention of this movement is to structure adult education in a way that it fits everyone. That means: more flexible programs, more individual education, more teacher independent learning, and more…

This book is intended for school principals at every level to help develop a plan for raising mathematics achievement in their schools. Chapter 1 explores the current state of mathematics achievement in the United States and suggests some of the reasons why students as a whole do not compare more favorably with their international counterparts.…

As times change, so has the role of algebra in the educational program. The Interactive Mathematics Program (IMP) offers secondary students an opportunity to learn algebra in a college preparatory sequence that combines basic skills, problem solving, and conceptual understanding while integrating algebra into a problem-based program. Designed for…

Discusses a numeracy course, focused on project work around HIV/AIDS, that has been constructed for first-year university students in South Africa. (Author/VWL)

Presents a word problem designed to encourage students to create systematic methods for counting and develop probability concepts. Involves sharing eight cookies between three people. (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…

Illustrates methods of teaching place value, multiplication, division, and metrics to adult basic education students. (SK)

Responses from 327 of 340 English secondary students identified the following 2 factors associated with preference for using/not using calculators: (1) degree of enjoyment of number work and confidence in calculation; and (2) degree of skepticism about the legitimacy of calculators or lack of confidence in using them. Primary schools had great…

Discusses features of the Algebra Project, whose goals include a minimum standard of mathematical literacy for minority students and strong community involvement. (MKR)

A social semiotic approach to math is necessary because of the increasing significance of abstract tools in the workplace. A case study from the coal mining industry illustrates the need to recognize mathematics as a socially constructed system and to contextualize math instruction. (SK)

A workplace literacy program provided instruction in prose, document, and quantitative (PDQ) dimensions of literacy to 50 female high school dropouts. Only 20% completed the program; they made meaningful gains in the quantitative and document dimensions, but not prose. (SK)