Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

Describes six key practices vital to a problem-centered instructional approach to number sense and computational strategies. Also presents actual classroom examples of strategies. (AIM)

Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)

Presented is a script for a classroom presentation introducing weighted means and geometric means to students who are already familiar with arithmetic means. Frequent questioning is included to keep the students mentally active and involved in the development of this new idea. Typical student responses to these questions are provided. (CW)

Discussed is some of the confusion encountered in electrochemistry due to misunderstandings of sign conventions and simple mathematical errors. Clarified are issues involving emf series, IUPAC sign conventions, calculation of cell potentials, reference electrodes, the polarity of electrodes in electrochemical devices, and overpotential. (CW)

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

Some research focuses on how children develop the ability to estimate computations. The theory and a research study are briefly described, followed by discussion of the study's implications and extensions into the classroom. (MNS)

Describes three approaches teachers can use to help students understand the computation of numbers: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

A method that enables people to obtain the benefits of statistics and probability theory without the shortcomings of conventional methods because it is free of mathematical formulas and is easy to understand and use is described. A resampling technique called the "bootstrap" is discussed in terms of application and development. (KR)

Investigated the long-term influence of a longitudinal calculator awareness approach to numbers on British elementary students' mathematical achievements and attitudes. Teacher and student interviews and student test scores from intervention and nonintervention schools indicated that the curriculum had no substantial long-term influence on…

This article offers guidelines and suggestions for adapting mathematics instruction when teaching students with learning disabilities in the general classroom. Techniques for teaching computational skills, solving algorithms, and problem solving are offered. General techniques include increasing instructional time, varying group size, and using…

This article presents the Association of Teachers of Mathematics' response to the position statement produced by the Department for Education and Skills (DfES) in May 2006, which describes their suggested approach to teaching calculations in KS2. Mathematics teachers argue that the methods being suggested are outdated and have been superseded by…

In the UK there is increasing concern about the lack of skill in algebraic manipulation that is evident in students entering mathematics courses at university level. In this note we discuss how the computer can be used to ameliorate some of the problems. We take as an example the calculations needed in three dimensional vector analysis in polar…

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…

The authors discuss mass as one of the three fundamental measurements (the others being length and time), noting that estimation of mass is little taught and assessed in primary schools. This article briefly explores the reasons for this in terms of culture, practice, and the difficulty of assessing estimation of mass. An activity using the…