Six easy-to-learn strategies are offered to help students with learning problems in mathematics make error-free subtraction calculations when either the subtrahend or remainder is a 9, 8, or 7 and when the minuend is in the teens. (CB)

Found that, after extracting an arithmetic problem from a real situation and working out an answer, 6- to 12-year-olds with learning difficulties in math were unable to reapply the answer to the situation. Also found that the children, in a hypothetical situation, were unable to use token money, or to do calculations on paper or with an electronic…

Three tests with increasingly more difficult sentence structures, developed for use with children at fourth-grade level or below in reading vocabulary and in mathematical computations, were administered to 30 eighth-grade Ss. Results revealed a significant difference between the test with greater syntactical complexity and the two other tests.…

Examines 109 children from grades 3 through 6 for computational facility and the relationship between automaticity, or efficient processing of addition facts, and success in more complex tasks. Indicates that most errors on the multidigit sums were due to fact inaccuracy, not algorithmic errors. Discusses instructional implications for students…

How teachers can diagnose difficulties with computation is discussed, with emphasis on how to develop diagnostic tests. How to use such tests to plan remediation is considered in terms of several types of errors. (MN)

Assumptions frequently made about learning disabled children are discussed, with many teaching suggestions provided. (MN)

A variety of student work procedures and answer patterns for whole-number computation is examined. Specific suggestions for helping students who make each type of error are offered. (MN)

Discussed is the important role that counting skills play as prerequisites to other mathematics skills. Suggests ways in which counting skills can be taught to young children experiencing learning difficulties. The skills are classified as rote counting, point counting, rational counting, counting on, and skip counting. (YP)

Diagnostic interviews were conducted with third graders to determine why they made mistakes on sixteen arithmetical tasks. A modified version of the Newman method of analyzing errors is discussed and applied to these interviews. (MP)

Demonstrates the consequences of teaching rules without understanding using examples from two 3rd grade children. Suggests alternative instructional strategies. (KHR)

An intensive, naturalistic study tracked one six year old's learning for six months and more. The study was inspired by the hope that with concepts of Artificial Intelligence and sufficiently detailed observation, the path of knowledge development could be described through observing significant learning experiences. Included is a reasonably…