Presents 3 examples for setting teacher's aims in Japanese and American mathematics classrooms. Provides 10 guidelines for teachers who would like to include more mathematical dialogue and encourage the expression of conceptual splatter in their classrooms. (YP)

Describes a five-dice game, horse. Discusses the offensive player's strategy using the ideas of probability, such as counting outcomes, mutually exclusive events, conditional probabilities, zero sum games, and the use of computer. (YP)

Discusses the calculation of pi by means of experimental methods. Polygon circle ratios, Archimedes' method, Buffon's needles, a Monte Carlo method, and prime number approaches are used. Presents three BASIC programs for the calculations. (YP)

Provides methods of teaching negative number operations, including addition, subtraction, and multiplication. Presents examples and activities for the operations. (YP)

Describes a process of mathematical investigation involving generalized Fibonacci sequences. Provides the derivation using expressions, BASIC programs, and numerical verification. (YP)

Various counting tasks were presented to 24 congenitally, totally blind children, aged 3-13, to determine the behaviors employed to ensure accurate counting. Three dimensions of tactile strategies were found, including "scanning,""organizing," and "partitioning." A developmental progression in the ontogenesis of each…

Outlines infants' and preschoolers' implicit protoquantitative reasoning schemas and shows how these combine with early counting knowledge to produce mathematical concepts of number. Reviews research on elementary school children's informal and invented arithmetic, and evaluates implications for mathematics education. (Author/BJV)

Describes a take-home exam story problem based on stoichiometry. Requires the student to determine the percentage of phosphoric acid in a large container of nitric acid if a man fell into it. Provides assumptions, clues, and an acceptable solution. (MVL)

This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…

Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…

Primary students can learn about computation and estimation by reading a story about the use of money, then following up with estimation and calculation activities. Intermediate students can explore the relationship between addition and multiplication using a computation game, collaborating on when, how, and why they use addition and…

Concepts from cognitive psychology are presented as an alternative framework to arithmetic instruction for students with disabilities. The approach, which emphasizes reasoning, communication, and problem solving, is applied to addition, division, multiplication, subtraction, and word problems. The purpose of arithmetic instruction is asserted to…

A 7-month longitudinal study of 20 2- and 3-year-old children shows that children at an early age already know that counting words each refer to a distinct numerosity, although they do not know to which numerosity. It takes children a long time to learn the latter. (SLD)

Examined whether superior mathematics performance of students from Japan, Korea, and China may be due, in part, to differences in cognitive representation of number affected by Asian language features. Results suggested that the unique characteristics of the Asian number language system may facilitate the teaching and learning of mathematics,…

Analysis of data from approximately 58,000 deaf and hard of hearing students (ages 6 through 21) analyzed relationships among reading comprehension and mathematics computation achievement scores, classroom attributes, and demographic factors associated with achievement. Adjustment of scores for demographic factors suggested higher performance for…