In the first experiment, observations were made of children ages four-and-a-half to five-and-a-half years of age who were induced to use counting or matching in a Piagetian number conservation task. The spontaneous matching and counting behavior of a more mature but not yet conserving sample was investigated in the second experiment. (RH)

The effectiveness of two techniques to help nine elementary learning disabled students generalize a computation skill was investigated. Results showed that demonstration and modeling plus feedback was sufficient to increase some Ss' ability, but that others require further intervention. (Author/CL)

Doing (addition and multiplication) and undoing (subtraction and division) are illustrated through drawings and sentences. Combinations of operations are also included. (MNS)

The "positive-negative charge" model is described and demonstrated with all four operations on integers. Its major advantages are that it is both concrete and complete. (MNS)

A table is presented that directly converts any known point biserial coefficient to the biserial coefficient, providing the largest proportion of the dichotomous variable is also known. (Author)

A technique for doing long division without the usual estimation difficulty is presented. It uses multiples of 2 combined with a recording technique. (MNS)

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

The article surveys the practices in residential schools for the blind concerning the use of computational devices and the types of teacher training in the use of the abacus. Consensus of facts and opinions voiced by respondents from 30 residential schools is reported. The major emphasis is on the effective use of the abacus. (Author/SBH)

Early calculating methods and devices are discussed. These include finger products, the abacus, ancient multiplication algorithms, Napier's bones, and monograms. (MP)

The use of the programmable calculator is discussed for obtaining numerical solutions to equations. The program is listed and the method illustrated. (MP)

Two experiments investigated extent to which English- and German-speaking childrens' mental arithmetic was constrained by working memory. Found higher mental addition spans when numbers were visible throughout calculation than when not. Variation in addition span with age and arithmetical operation difficulty approximated to a linear function of…

Provides an alternative to traditional instruction in multiplication and division to develop computational fluency in students. (Author/NB)

Discusses the importance of developing teachers' computational fluency so that they can effectively support their students' fluency work. Provides suggestions for helping teachers develop computational fluency with subtraction. (Author/NB)

Discusses classroom practices that promote the understanding of number concepts in the primary grades. (Author/NB)

Explains "Mathematical Mind Journeys," a lesson format that promotes computational fluency through variable practice that relies on mathematical memory rather than rote memorization. (Author/NB)