Research findings on decimals and money are briefly summarized, followed by suggestions for classroom use. (MNS)

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Various algorithms used in addition, subtraction, and division problems were identified. The percentages of people in the National Assessment survey populations using each method are reported, as are the percentages of those using the most popular methods who answered correctly. Implications for instruction are discussed. (SD) Aspect of National…

This brief report focuses on the cognitive level of decimal problems in 16 textbooks. Activities at the application level are included, but seldom are higher-order intellectual behaviors found in the books. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

The results of the National Assessment of Educational Progress concerning students' recognition of the names of solid objects are summarized. Implications for the teaching of elementary school mathematics are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Research on when and how geometric concepts are learned is briefly discussed. Several teaching suggestions are included. (MNS)

Discussed are number meaning and part-whole relationships concerning place value. Findings from a research study with students in grades two-five who were interviewed about place-value tasks are given. Stages of interpreting two-digit numbers are presented, with implications for the classroom. (MNS)

Summarizes the interview and observation of mathematics teachers on their classroom teaching of problem solving. Discusses the related issues that teachers should consider as they plan and teach problem solving lessons. (YP)

Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

A study on the use of individualization using programmed materials with individuals or cooperative learning teams is briefly described, with the findings noted. (MNS)

Research on fractions and decimals is reviewed. Understanding is vital, and thus children need experiences with concrete materials for the various interpretations of rational numbers. (MNS)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

The performance of sixth and seventh graders on a variety of tasks involving estimation and reasonableness of results were studied. Also examined was the effect of a short unit of activities on these two topics. Correct answers approximately doubled after instruction. (MNS)

Shortcomings of current curricula for geometry in the elementary school are discussed. The use of the computer programing language Logo to develop geometric ideas is described, with supporting research. (MNS)