Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and…

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction,…

This is the second of two papers that propose an expanded and enriched view of arithmetic problem solving by stressing the need to provide learning activities that include problems of varying structures. The first paper included a framework for the enhancement of text-based problems. This second paper proposes a scheme for the development of…

Normally achieving students (n=119) and students with mild handicaps (n=83) in grades 3-6 were instructed to create and answer computation items similar to samples given. Students with mild handicaps understood item characteristics enough to create like items, though averaging three years behind normal achievers. A sample instructional activity is…

Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…

Forty-six mildly handicapped junior high school students were paired and assigned to cooperative, competitive, individualistic, and no goal control conditions in a computer-assisted computational setting. Findings indicated students improved rates of correct responding regardless of goal condition. (Author/DB)

Three experiments compared the effects of interspersal drill and practice using 30% new items/70% review items with 100% new items, with a total of 17 students (ages 9 to 17) having behavior disorders, emotional handicaps, learning disabilities, or mild mental retardation. The ratios were compared for instruction in spelling, multiplication facts,…

This issue of the newsletter focuses on the teaching of mathematics to mildly handicapped students. The feature article reviews the theory of generalization and its application to specific practices in teaching arithmetic. A set of six-step guidelines is offered for the teacher to follow in ensuring that generalization of arithmetic skills takes…

This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming,…