Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action is associated with multiple school-related outcomes. Children with robust self-regulation have been shown to more cooperatively participate in classroom activities, sustain focus on tasks and exhibit reduced…

Researchers suggest that teachers should place greater emphasis on the qualitative understanding of the procedures involved in mathematical problem-solving. Administrators can advise teachers to encourage students and show them how to be more thorough in analyzing problems. (MLF)

Federal laws mandate that students with cognitive disabilities receive instruction in academic skills and also support the importance of teaching self-determination. The purpose of this literature review was to synthesize intervention research examining effects of self-determination interventions on academic skills for students with cognitive…

Evidence is offered that children with specific language impairment often have serial memory difficulties. Research on the difficulties such children have in rote counting and in learning nursery rhymes is reviewed. Implications of current research for assessment and intervention in mathematics and rhymes are discussed. (DB)

Argues that the constructivist theory, which places stress on inquiry learning by the child, has dominated the field of mathematics and science teaching. Focuses on the preschool child and learning based on understanding. Discusses a wide range of research in this area and advocates a Brunerian model for learning. (NL)

Outlines one teacher's questioning of the understanding of computational processes by her students in mathematics class. Points out the importance of teaching the context of meaning and its application in mathematics. (MD)

Describes two cases where an elementary school teacher's behavior influenced a student to either pursue or avoid math. Reviews the tenets of attribution theory, and theories regarding autonomous learning behaviors in relation to these cases. Discusses ways teachers can help students develop beneficial and useful attributions about mathematics…

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)

Studies of young children's sequence of development from counting to the beginnings of formal arithmetic are reviewed. Four essential basic skills are identified: use of counting words, enumeration, the cardinality rule, and quantitative comparison. The contribution of counting to the development of arithmetical proficiency is stressed. (JDD)

(MDH)

Considers the reasons that mathematical word problems are particularly difficult for remedial students. Describes the use of language-oriented teaching techniques in helping students to understand and solve word problems and to recognize that English and mathematics are two overlapping language systems. (PAA)

Mathematically gifted middle school students need both curriculum enrichment and acceleration. Suggested teaching strategies include using a combination of methods to accommodate individual differences, encouraging Math Club activities, evaluation of students' formal reasoning abilities, and scheduling math classes that group students at similar…

Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in…

This literature review examined the relationship between the type of mathematics courses taken and scholastic mathematics achievement. The paper concludes that there is a high correlation between types of mathematics courses taken and scholastic math achievement. Specifically, higher level mathematics courses enhance and foster analytical thinking…

Points out that successful mathematical performance depends not only on declarative and procedural content knowledge, but also upon mathematical thinking skills such as problem-schema knowledge, decision-making skills, and metacognitive knowledge. Argues that the growing need for remediation should influence schools' traditional overemphasis on…