Examines the idea that the arithmetic calculator can act as a cognitive tool, supporting the amplification or reorganization of systems of thought. Examples were found in which use of the calculator helped pupils work with unusual problem representations and adapt solution strategies in which they focused on planning and monitoring computations…

This study extended use of the One-More-Than technique by using a "cents-pile modification"; one-, five-, and ten-dollar bills; and mixed training of all dollar amounts. Three high school students with moderate mental retardation each learned to use the technique to count out nontrained amounts and to make community purchases. (Author/PB)

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…

Examines current research on brain development, focusing on infants' ability to understand basic numerical concepts and arithmetic operations. Asserts that as the brain undergoes dramatic transformations, it already has a built-in capacity to understand basic numerical concepts. Recommends that parents and professionals engage in activities…

A study investigated whether an instruction designed to facilitate planning would have differential effects depending on specific planning, attention, simultaneous, successive (PASS) cognitive characteristics of 19 students (ages 12-14) with learning disabilities and mild mental impairments. Children with a cognitive weakness in planning improved…

A study examined the effectiveness of an intervention program designed to promote numeracy skills in children with deafness by addressing additive composition, additive reasoning, multiplicative reasoning, and ratio and fractions. The 23 participants in the intervention performed significantly better than 65 controls on a mathematics achievement…

Speeded performance on simple mental addition problems of 6- and 7-year-olds with and without mild mental retardation was modeled from a person perspective and an item perspective, both inferred from Siegler's work. Models from item response theory were used to test hypotheses. Found that all children follow same developmental path in acquiring…

The paper reports three studies addressing the role of numeral writing for arithmetic performance. About 650 children in the age range 5-7 years participated in the studies. The results demonstrate a positive correlation between number of digits correctly written and number of arithmetic problems solved. The correlations between number of reversed…

Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the…

The standard Pearson correlation coefficient is a biased estimator of the true population correlation, ?, when the predictor and the criterion are range restricted. To correct the bias, the correlation corrected for range restriction, r-sub(c), has been recommended, and a standard formula based on asymptotic results for estimating its standard…

This article describes connections between chess and mathematics, including examples of activities that connect chess with set theory, patterns, algebra, geometry, combinatorics, and Pascal's triangle. The author observes that competitive games play a dual purpose in advancing the work of mathematics educators: to reinforce a specific skill and to…

This research examined students' responses to mathematics problem-solving tasks and applied a general multidimensional IRT model at the response category level. In doing so, cognitive processes were identified and modelled through item response modelling to extract more information than would be provided using conventional practices in scoring…

Students with and without disabilities are dropping out of school at an alarming rate. However, the precise extent of the problem remains elusive because individual schools, school districts, and state departments of education often use different definitional criteria and calculation methods. In addition, specific reasons why students drop out…

Solving problems by reduction is an important issue in mathematics and science education in general (both in high school and in college or university) and particularly in computer science education. Developing reductive thinking patterns is an important goal in any scientific discipline, yet reduction is not an easy subject to cope with. Still,…

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group,…