Explores students' abilities in mental computation, finds out the strategies they use most naturally, and develops a theoretical framework by giving 60 children a questionnaire and interviewing them on a series of arithmetic operations to be solved by mental computation. Generates a classification of children's strategies. Contains 31 references.…

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Discusses overall mental computation achievement and limits discussion to strategies middle school students used when computing with whole numbers, decimals, and fractions. Suggests that the development of conceptual knowledge of numbers is an important prerequisite for the understanding of mental computation procedures. (Contains 31 references.)…

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

This study sought to evaluate a measure of dyscalculia to determine its validity and reliability. It also tested use of the instrument with seventh graders and ascertained where errors attributed to dyscalculia were also present in an average sample of seventh graders. Results varied. (MNS)