Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

By providing children with both the tools to learn basic facts and access to facts not yet learned, teachers give children the freedom to attend to the meaning of algorithms and word problems, which play an important role in the application of mathematics in daily life. (MP)

Use of an ancient method of mental calculation with aliquot parts is illustrated. Other tips for helping children reason are also included. (MNS)

A description is given of a game used to give a continuous review of multiplication facts and illustrate certain properties. (MP)

Detailed instructions are given for presenting a number of activities that serve to tie measurement and multiplication together. The activities involve length, weight, area, volume, and capacity. (MP)

The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

Presents an approach for teaching the multiplication of fractions by helping students build a foundation on the basis of their informal knowledge. Suggests some action research ideas for teachers to try in their classrooms. (ASK)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

A method of teaching multiplication facts to remedial students using fingers and an alternate geometric proof developed by students are suggested. (MK)

Rules are given for two games designed to help students learn the multiplication facts. (MK)

Some of the problems of learning disabled students which make teaching arithmetic difficult include: symbol-object relationships, reversibility of functions, perceptual deficits, multiplication tables, division tasks, word problems, and place values. Among suggestions for teachers are presenting and setting up problems according to students'…