Examined the effects of intervention in the instruction of 12 male seventh-grade students for the purpose of developing number sense. Results indicate that after instruction students were more likely to use strategies to solve number magnitude, mental computation, and computational estimation problems that reflected number sense. (Contains 50…

A nine-year-old's conception of fractions was compared with his knowledge of units. He had effective schemes for solving some partition problems but did not consistently use units of different sizes in interpreting fractions. His solutions to equivalence problems showed no coherent method of verification. (MNS)

A study with 29 preschoolers showed that a statistically significant number of them successfully reassigned tags in counting (ordinality) but failed to predict that differently ordered counts would produce the same outcome (cardinality). Results indicated that children may not entirely understand implications of their counting actions. (Contains…

Kindergartners appeared to differ in their readiness to use a concrete counting strategy for addition. Many persisted in counting with objects. Mental counting strategies were sequenced. (MNS)

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…