Teaching Math Computation and Problem Solving: A Program That Works

Intervention in School and Clinic

Volumn 32, Issue 3, 1997, Pages 185-189

  Miller, Susan Peterson ^a   Mercer, Cecil D ^b  

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26044483843     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/105345129703200310     Document Type: Article

References (19)

1. Cawley, J. F., & Miller, J. H. (1989). Cross-sectional comparisons of the mathematical performance of children with learning disabilities: Are we on the right track toward comprehensive programming? Journal of Learning Disabilities, 23, 250–254, 259
2. Dossey, J. A., Mullis, I. V. S., Lindquist, M. M., & Chambers, D. L. (1988). The mathematics report card: Are we measuring up? Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED 300 206)
3. Engelmann, S., Carnine, D., & Steely, D. G. (1991). Making connections in mathematics. Journal of Learning Disabilities, 24, 292–303.
4. Harris, C. A., Miller, S. P., & Mercer, C. D. (1995). Teaching initial multiplication skills to students with disabilities in general education classrooms. Learning Disabilities Research & Practice, 10, 180–195.
5. Hutchinson, N. L. (1993). Students with disabilities and mathematics education reform—Let the dialogue begin. Remedial and Special Education, 14(6), 20–23.
6. Mattingly, J. C., & Bott, D. A. (1990). Teaching multiplication facts to students with learning problems. Exceptional Children, 56, 438–449.
7. Mercer, C. D., & Miller, S. P. (1992a). Multiplication facts 0 to 81. Lawrence, KS: Edge Enterprises.
8. Mercer, C. D., & Miller, S. P. (1992b). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13, 19–35, 61.
9. Mercer, C. D., & Miller, S. P. (1993). Division facts 0 to 81. Lawrence, KS: Edge Enterprises.
10. Mercer, C. D., & Miller, S. P. (1994). Subtraction facts 10 to 18. Lawrence, KS: Edge Enterprises.
11. Miller, S. P., & Mercer, C. D. (1991a). Addition facts 0 to 9. Lawrence, KS: Edge Enterprises.
12. Miller, S. P., & Mercer, C. D. (1991b). Subtraction facts 0 to 9. Lawrence, KS: Edge Enterprises.
13. Miller, S. P., & Mercer, C. D. (1993a). Place value: Discovering 10s and 1s. Lawrence, KS: Edge Enterprises.
14. Miller, S. P., & Mercer, C. D. (1993b). Using a graduated word problem sequence to promote problem-solving skills. Learning Disabilities Research & Practice, 8, 169–174.
15. Miller, S. P., & Mercer, C. D. (1994). Addition facts 10 to 18. Lawrence, KS: Edge Enterprises.
16. Miller, S. P., Mercer, C. D., & Dillon, A. S. (1992). CSA: Acquiring and retaining math skills. Intervention in School and Clinic, 28, 105–110.
17. Montague, M., & Applegate, B. (1993). Middle school students' mathematical problem solving: An analysis of think-aloud protocols. Learning Disability Quarterly, 16, 19–30.
18. Morin, V. (1995). The acquisition of computation and problem-solving skills by students with mental retardation. Paper presented at the International Conference for Exceptional Children, Indianapolis, IN.
19. Peterson, S. K., Mercer, C. D., & O'Shea, L. (1988). Teaching learning disabled students place value using the concrete to abstract teaching sequence. Learning Disabilities Research, 4(1), 52–56.