An algorithm for multiplying natural numbers is described. The algorithm provides a chance for some unusual drill and might serve as an enrichment topic. (MK)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

A modern adaptation of the historic lattice algorithm which can be used for multiplication and division is discussed. How it works is clearly illustrated. (MNS)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

An unusual way of using the long multiplication algorithm to solve problems is presented. It is conceptually harder, since it involves negative numbers but is easier to perform once mastered, since the size of the multiplication table required is smaller than the standard one. (MP)

Discusses mathematics education research on multiplication and division which implies that instruction should emphasize development of a sound conceptual basis for multiplication and division rather than memorization of tables and rules. Presents action research ideas. (10 references) (MKR)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)

After an introduction including a brief history of measurement, conversion of units within the customary system, within the metric system, and from customary to metric and vice versa are discussed. A fraction/multiplication system is introduced to teach correct alignment of units of measurement and to direct proper multiplication and division of…

Activities are described in which number patterns in two-digit multiplication exercises are investigated. (DT)

P-adic or g-adic sets are sets of elements formed by linear combinations of powers of p, a prime number, or g, a counting number, where the coefficients are whole numbers less than p or g. Discusses exercises illustrating basic numerical operations for p-adic and g-adic sets. Provides BASIC computer programs to verify the solutions. (MDH)

The concept of multiplication is described and illustrated using several different representational systems. A conceptual approach to teaching mathematics is compared with the procedural approach commonly found in the school curriculum. Four different methods of representing the multiplication process with numbers larger than ten are presented:…