In this note we demonstrate two instances where matrix multiplication can be easily verified. In the first setting, the matrix product appears as matrix element concatenation, and in the second, the product coincides with matrix addition. General proofs for some results are provided with a more complete description for 2×2 matrices. Suggested for…

The authors have found that having students learn accessible standard algorithms by explaining them using mathematics drawings increases students' sense of place--value numbers and enables students to articulate their understanding of what is actually happening with the numbers and why. In this article, they will discuss three standard algorithms…

Describes strategies for teaching elementary students to solve a multiplication problem using the lattice method. (JOW)

Early calculating methods and devices are discussed. These include finger products, the abacus, ancient multiplication algorithms, Napier's bones, and monograms. (MP)

Discusses an algorithm from Vedic mathematics that has similarities to FOIL and the standard algorithm for multiplication. (Author/NB)

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)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

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)

A computer program in BASIC is presented, with the underlying algorithm explained, for multiplying any two multi-digit numbers and obtaining an exact answer. (MP)

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

The time at which component skills are taught is studied to see whether it is a significant instructional variable. This research involved the instruction of a multiplication algorithm to 15 below-average first graders. (MP)

A study to determine if "random" or "careless" errors in multiplication made by individual students take on discernible patterns is described. Implications for teaching are discussed. (MK)

An education major enrolled in a mathematics education course ponders confusing definitions of "multiplication" functions in dictionaries and in a handout on Euclid. This student teacher wants to teach elementary students what multiplication really is, not just impart an algorithmic skill. (MLH)

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)

Ways to combine the strengths of teacher and computer are suggested. Multiplication concepts and an algorithm for multiplication are taught in the same lessons. The computer is used as an electronic chalkboard to teach at a semiconcrete level. The computer program is included. (MNS)