A program utilizing minicalculators in a mathematics class at the eighth grade level is described. The recommendation is made that the utilization of calculators not exceed one experience per week. (MN)

The changing role of computational skills is discussed. A level of computational skill desirable in light of predictable future needs is proposed, and four reasons for advocating that level are discussed. (MN)

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

Assessment data on student achievement are analyzed to trace performance on some computational skills, with areas of needed improvement identified. (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)

Brown's 1933 diagnostic test was used as a screening examination for 79 psychology students to determine their areas of weakness in statistical calculations, and to see whether the difficulties of a previous era have been changed by methods of teaching mathematics today. General similarities were found. (LBH)

An approach to the problem of dividing and costing total student contact hours into laboratory and classroom categories in the absence of complete data but availability of partial data is discussed. A solution is proposed applicable to all formulae having a calculation of teaching faculty support by either the percentage or credit hour methods.…

The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

The use of counting sticks as a concrete manipulative material in the development of number understanding and the concept of place value is strongly urged. (JT)

A unique magic hexagon, which can be used to help improve students' computational skills, is presented. (JT)

Problems in three contexts requiring the same computations were given to 34 students to test the hypothesis that students who could perform computations in mathematics problems were frequently unable to do them in other contexts. Results indicated that there were random (careless) errors in all contexts. (SD)

A book designed to enable lay readers to interact with computers using the BASIC language is described. (SD)

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)

Defines one approach to problem solving in terms of student use of algorithms to find their solutions and gives examples. Discusses how problems and algorithms relate to each other. Describes strategies for teaching problem solving using algorithms. (CW)

Discusses a revised and extended version of the Mulliken electronegativities. Describes applications and limitations implied by this version. (CW)