ERIC Number: ED342600
Record Type: RIE
Publication Date: 1988
Math Notebook (From Theory to Practice). Information for Teachers/Parents of Children with Learning Problems in Mathematics. Volumes 5 and 6.
Sharma, Mahesh C., Ed.; Travaglini, Lillian E., Ed.
Math Notebook, v5 n1-10 Jan-Dec 1987 v6 n1-10 Jan-Dec 1988
Math Notebook is a publication issued 10 times a year, with each issue focusing on a particular learning problem in mathematics and its diagnosis and remediation through practical, workable strategies for use by teaches, parents, and tutors. All the articles were written by Mahesh C. Sharma, with the exception of "The Japanese Soroban," by Frances R. Metallo. Topics included are: (1) "What Should We Do: U.S. Pupil Lag in Math Ability"; (2) "Problems in Algebra: Part One (Why Some Students Have Difficulty in Learning Algebra)"; (3) "Problems in Algebra: Part Two: Word Problems Involving Linear Equations"; (4) "Reversal Problems in Mathematics and Their Remediation" (indicating that some early grade students have difficulty in reversal of numerals, letters, and geometrical shapes); (5) "How to Take a Child from Concrete to Abstract"; (6) "Levels of Knowing Mathematics" (including intuitive, concrete, representation, abstract, application, and communication levels); (7) "Division: How to Teach It?"; (8) "The Japanese Soroban: A Tool that Enhances Instruction through Concrete Learning" (dealing with teaching the abacus); (9) "Ontogeny Takes Over Phylogeny: How Do We Learn Arithmetic?"; and (10) "Mathematics Culture." (YP)
Descriptors: Algebra, Cognitive Development, Division, Elementary School Mathematics, Elementary Secondary Education, Learning Problems, Mathematical Concepts, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Mathematics Skills, Remedial Mathematics, Secondary School Mathematics
Center for Teaching/Learning of Mathematics, P.O. Box 3149, Framingham, MA 01701 ($10.00 annual subscription, $2.00 single issues; $3.00 double issue).
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: Teachers; Parents; Practitioners
Authoring Institution: Center for Teaching/Learning of Mathematics, Framingham, MA.