The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…

The effectiveness of a modeling technique on the acquisition of long division was demonstrated with eight middle school learning-disabled students. The intervention included demonstration, imitation, and key guide words. (Author/DB)

Administered two sociometric measures to 463 second-, and fourth-, and sixth-graders from which 179 pupils were sociometrically identified as populars, rejecteds, neglecteds, and controversials. These subjects were subsequently administered the Purdue Elementary Problem Solving Inventory. Found significant differences in interpersonal…

Collected normative data for the Children's Depression Inventory on 1,463 public school children in Grades 2 through 8. Obtained significant sex and grade differences, but the absolute magnitude of these differences was small. Scores were very consistent with those previously reported. (Author/BH)

Determined effects of two task types on 12- and 13-year-olds' understanding of applications of multiplying and dividing positive numbers. Results indicate the persuasive nature of certain misconceptions and specific effects of context attributable to such aspects as relative familiarity. Implications of these and other results are discussed.…

A divisibility test for the number 7 is analyzed, and the general method is considered for other numbers. (DT)

Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations…

A joint project of several Oregon educational facilities to develop outlines for five alternative exploratory industrial career development programs grades 7 through 10, is described, according to the objectives of each of its three years. (AG)