A fraction table consists of a large number of lines taped to a table. Strips of paper that represent fractions can be manipulated on it to solve problems. Uses of the table for discovering fractions are discussed, considering equivalent fractions and adding, subtracting, multiplying, and dividing fractions. (JN)

Discusses the use of manipulative materials to model operations and algorithms. Indicates that they clarify the several interpretations of each operation, establish a basis for correct mathematical language, and show why algorithms work. (JN)

Describes activities designed as self-checking tasks involving practice with whole number operations. Materials consist of a set of boards partitioned into 36 squares; sets of 36 sentence/picture cards correspond with each board. A correct sentence or picture is then formed as students correctly perform the necessary mathematical operations. (JN)

Indicates how thinking strategies help children learn the basic facts for whole numbers, listing several strategies involved in addition, subtraction, multiplication, and division. Also lists books and articles for illustrations of the strategies and how to teach them, and two sources for research findings on thinking strategies for basic facts.…

Outlines various subtraction methods, such as the decomposition method, equal-addends method, and low-stress algorithm. Describes a subtraction method by addition of complements. Discusses the advantages and disadvantages of the method. (YP)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Outlined is an interdisciplinary unit on statistics. Discussed are the goals, organization, the preinstruction survey, the math lessons, results, and evaluation. The survey and examples of the students' work are provided. (CW)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Discusses how the decimal monetary system was created, considering colonial currency, continental currency, money under the Articles of Confederation, and money under the Constitution. Also discusses how money is taught in arithmetic textbooks during these times. (JN)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Shows how creating and using a supermarket mathematics lab in the classroom can be used to introduce basic (counting and one-to-one correspondence) and arithmetic concepts. The project can be adapted to kindergarten and first-grade activities and can evolve into advanced concepts and problems found in upper elementary school mathematics. (JN)

Presents five small group tasks for upper elementary students to find arithmetic averages. Provides worksheets for each task. (YP)

Discusses the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Provides figures showing the arrays, including rows, diagonals, crosses, rhombi, angles, and squares. Lists seven references. (YP)

Discusses activities using base-10-block skits to teach number system concepts in first grade classrooms. Describes the students' responses to the activities. (YP)