A modified method of regrouping the minuend for subtraction is described. This more flexible method decreases the number of steps in the subtraction process and in checking the regrouping. (SD)

Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

The author taught one group using the traditional subtraction algorithm and one using an equal additions algorithm. Students in the latter group showed greater success than the former. (SD)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

A concrete approach to subtraction problems with minuends to 19 is presented. (MP)

Computational algorithms from American textbooks copyrighted prior to 1900 are presented--some that convey the concept, some just for special cases, and some just for fun. Algorithms for each operation with whole numbers are presented and analyzed. (MNS)

A six-step method of teaching subtraction by renaming is presented, using money as the learning vehicle. (MP)

Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

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)

A subtraction algorithm for numbers having several digits is described. The algorithm requires that, for digits in the same place, the smaller is always subtracted from the larger. (SD)

A new subtraction algorithm is described and illustrated. Research by the author has shown the method to be easier for low achievers, as well as useful as enrichment for average students. (SD)

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

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)