CoChat
Sign Up
Cited by 176Cognitive and developmental aspects of mathematical skillsMathematics Education and PedagogyBehavioral and Psychological Studies

The DOI matches its Crossref record; 72 of the 75 references it cites were found in a registry or an index.

Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts

Mercer, Cecil D., Miller, Susan P.·1992·Remedial and Special Education
DOI 10.1177/074193259201300303
Open this paper in CoChat — free account

Abstract

Students with learning problems (i.e., students with learning disabilities or emotional disabilities and those considered at-risk for school failure) are not making acceptable math progress in the nation's schools. Fortunately, instructional practices exist that help these students achieve in math. Ten instructional components that have research support for promoting math achievement are presented. A math curriculum, the Strategic Math Series, which incorporates the research-based teaching practices, is described. Next, the results from field-testing the Strategic Math Series with 22 teachers are presented. The field-test results indicate that 109 students with learning problems were able to (a) acquire computational skills across facts, (b) solve word problems with and without extraneous information, (c) create word problems involving facts, (d) apply a mnemonic strategy to difficult problems, (e) increase their rate of computation, and (f) generalize math skills across examiners, settings, and tasks. Finally, issues in math instruction are discussed, and the need to include best practices within instructional materials is highlighted.

Overview

Integrity signals

Registry

Crossref · 10.1177/074193259201300303

Cites

72 of 72 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 75 references

Research works printed but not linked: 15

  1. 10.1037/0022-0663.73.6.765 · DOI
  2. Evans, D., & Carnine, D. (1990). Manipulatives---The effective way. Direct Instruction News, 10(1), 48–55.
  3. Fleischner, J.E., Garnett, K., & Shepherd, M.J. (1982). Proficiency in arithmetic basic facts computation of learning disabled and nondisabled children. Focus on Learning Problems in Mathematics, 4(2), 47–56.
  4. Gayler, S.K. (1988). The effect of the concrete to abstract mathematic instructional sequence with first graders. Unpublished master's thesis, University of Florida, Gainesville.
  5. Good, T.L., & Brophy, J.E. (1986). School effects. In M.C. Wittrock (Ed.), Handbook for research on teaching (3rd ed., pp. 570–602). New York: Macmillan.
  6. Jones, D.S. (1990). Trials to mastery of basic subtraction. Unpublished master's thesis, University of Florida, Gainesville.
  7. Kameenui, E.J., & Simmons, D.C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
  8. Mercer, C.D., & Miller, S.P. (1991). Strategic math series: Multiplication facts 0-81. Lawrence, KS: Edge Enterprises.
  9. National Council of Supervisors of Mathematics. (1988). Twelve components of essential mathematics. Minneapolis, MN: Author.
  10. National Council of Teachers of Mathematics. (1980). An agenda for action: Recommendations for school mathematics of the 1980's. Reston, VA: Author.
  11. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  12. Nuzum, M. (1983). The effects of a curriculum based on the information processing paradigm on the arithmetic problem solving performance of four learning disabled students. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
  13. Scheid, K. (1990). Cognitive-based methods for teaching mathematics to students with learning problems. Columbus, OH: LINC Resources.
  14. Sprick, R.S. (1986). Solutions to elementary discipline problems (Cassette tapes). Eugene, OR: Teaching Strategies.
  15. White, O.R., & Haring, N.G. (1980). Exceptional teaching: A multimedia training package (2nd ed.). Columbus, OH: Merrill.

Cited by

Sorted by citations

Items 101–176 of 176

Related

See all

Metadata

Authors
Mercer, C. D., & Miller, S. P.
Affiliations
  • University of Florida (US)
  • University of Nevada, Las Vegas (US)
Venue
Remedial and Special Education
Publisher
SAGE Publications
Published
1992-05
Volume
13
Issue
3
Pages
19-35
ISSN
  • 0741-9325 (ISSN-L)
  • 1538-4756
DOI
10.1177/074193259201300303
OpenAlex
W2169614878
Cited by
176
References
75
Citations by year
2026: 2 · 2025: 3 · 2024: 6 · 2023: 3 · 2022: 9 · 2021: 1 · 2020: 13 · 2019: 8 · 2018: 5 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 9 · 2013: 7 · 2012: 8
FWCI
4.01
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Remedial and Special Education (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
learning disabilities, emotional disabilities, at-risk students, research-based teaching, computational skills, word problem solving, mnemonic strategies, computational speed, skill generalization

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review