This is the second remedial workbook-text in a two-part series written for deaf students at the secondary level. It covers fractions, geometry formulas, decimals and percents, and time. For the first workbook, see SE 015 827, and for the teacher's guide, see SE 015 829. (DT)

A list of materials needed and step-by-step directions for constructing an abacus are given. Instructions are provided which tell how to use the abacus in teaching number combinations and in working addition, multiplication, subtraction, and division problems. (Related documents are SE 015 950 and SE 015 952.) (DT)

A teacher's daily record of activities and strategies for teaching arithmetic to a class of first grade students exclusively through the use of Cuisenaire rods is described. Worksheets and the mid-term test are included. A short evaluation of the results of the instructional method concludes the paper. (DT)

Twenty research reports related to mathematics education are abstracted and analyzed. Four of the reports deal with aspects of learning theory, ten with topics in mathematics instruction (problem solving, number concepts, number operations, and logic), two with teacher education, two with textbook development, one with testing, and one with goals…

Number conservation skills were investigated in 10 8-to 16-year-old mentally retarded children (IQ 29-65). (CL)

In a series of projects centered in different areas of Africa, mathematicians from England and the United States joined African educators in developing and testing a mathematics curriculum designed to teach the basic concepts which are important and useful in all countries. (SD)

A program in which Spanish-speaking high school students were taught basic number skills is described. The program was individualized, and used a variety of activities and materials. (SD)

Describes student difficulties with understanding quantitative concepts as presented in selected third grade social studies textbooks. Test results of student accuracy in understanding of quantitative concepts are presented and discussed, and teaching methods for quantitative reinforcement are provided. (Author/DB)

Teacher-developed materials are described, with six activity cards and a discussion of the objectives of the full set of materials. (MP)

Activities for the development of the association of number value and symbols using wooden numerals and pages are described. (MN)

A classroom exercise which encourages experimentation including formulation and testing of conjectures about number relationships involving factors and multiples is illustrated. (MN)

The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)

The observations of a fifth-grade student concerning number patterns are recorded and discussed. (SD)

The author criticizes some highly publicized psychological research on the development of number concepts, arguing that the research was poorly executed and emotively reported. (SD)

Brief descriptions of serious learning disorders which apply to mathematics are given. (DT)