The purpose of this article is twofold. The first is to provide evaluative information on the recovery of model parameters and their standard errors for the two-parameter item response theory (IRT) model using different estimation methods by Mplus. The second is to provide easily accessible information for practitioners, instructors, and students…

"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

This case study examined the performance of a 13-year-old highly skilled mental calculator on mental multiplication tasks. She solved difficult tasks by using various ingenious calculation methods, including distributing, factoring, and recalling the product directly. Implications for instruction are reported. (Author/RH)

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

Computation activities focusing on speed and accuracy do not provide children with the opportunity to learn or develop their own mental computation strategies. Sets out some goals and ideas for teaching mental computation and introduces a card game for helping children compute mentally. (ASK)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

Presents a modified version of the Wheel of Fortune game for mathematics classrooms that engages students in solving equations by using formal and informal methods. Encourages mental computation and estimation. (ASK)