The cognitive underpinnings of arithmetic calculation in children are noted to involve working memory; however, cognitive processes related to arithmetic calculation and working memory suggest that this relationship is more complex than stated previously. The purpose of this investigation was to examine the relative contributions of processing…

Described in the context of a computer simulation are highlights of a program of research focusing on the storage of mathematics problem solving information in young children's memory and the development of such knowledge structures in older children. Specifically discussed are the problem size effect, the network nature of the memory…

Discussed are students' understandings of the relationship between fraction and decimal interpretations of rational numbers, where both interpretations are represented symbolically. The methodology employed in this study, interviews, results, and a discussion of the implications of the results are presented. (CW)

This study demonstrated the effectiveness and efficiency of a constant time delay procedure (four seconds) to teach five elementary students with learning disabilities multiplication facts. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to reverse facts. (DB)

The relationship between arithmetical concepts and solution methods is discussed. A case study illustrates the contention that some children with relatively sophisticated concepts express those concepts with primitive methods. (MNS)

Presented is a comparison of two major surveys of the teaching and learning of mathematics conducted by the International Association for the Evaluation of Educational Achievement. Surveys indicate that performance levels have declined in computational skills and increased in algebra. (Author/CW)

To test the theory of mental calibration for mental addition it was hypothesized that the mean reaction time for problems in homogeneous sets will be faster than for problems in heterogeneous sets and that the reaction time was inversely related to ability and development (grade level) and independent of gender. Three sets of 40 addition problems…

Discussed are the background and implementation of a method of teaching fractions to primary children referred to as "The Visual Concept of Fractions." The advantages and criticisms of the use of this method are stressed. (CW)

Described are the strategies of 44 academic mathematicians on a set of computational estimation problems involving elementary multiplication and division. Discussion centers on the theoretical implications evident from pretest/posttest results in terms of the variety of strategies used and how the choice of strategy changed across the two tests.…

Twenty children with left or right hemisphere dysfunction and 10 controls were administered a comprehensive neuropsychological evaluation. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration but not for the hypothesis that right-hemisphere deficits are more frequently associated with…

A five-year follow-up of arithmetic calculation abilities of 10 low-income fourth graders with specific language impairment (SLI) involved comparisons with typically developing same age peers and with typically developing younger subjects. Results support evidence that children with SLI have difficulty with rote memory and document the…

Three factors associated with arithmetical processes (sequence skills, arithmetical strategies, and information processing capacity) were measured in individual interviews with 35 first-grade pupils, aged 7.6 to 8.6, in one Finnish school. Mathematics achievement was determined from information supplied by teachers. Attitudes were assessed twice,…

Described is a study in which three instructional approaches were applied in second grade classes. Discussed are proportional materials, nonproportional materials, nonproportional materials with pictorial models. Findings, results, and recommendations are presented. (CW)

Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions.…

First, fourth, seventh, and tenth graders were timed when solving simple and complex addition problems, then were presented similar problems in untimed interviews. Manipulation of confusion between addition and multiplication, where multiplication answers were given to addition problems (3 + 4 = 12) indicated an interrelatedness of these…