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)

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

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

An activity is presented which provides a novel approach to number patterns, experience in following an unusual algorithmic procedure, and practice in systematic search techniques and basic facts. (MK)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

A survey of general mathematics students whose teachers were taking an inservice workshop revealed that they had not yet mastered division. More direct introduction of the standard division algorithm is favored in elementary grades, with instruction of transitional processes curtailed. Weaknesses in transitional algorithms appear to outweigh…

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)

The author suggests that, through using the outlined question model and suggested classroom activities, elementary students will improve their abilities to analyze routine, one-step word problems and make a plan for the solution. It is further argued that the same algorithm can be applied to multistep problems by using specified questions. (PK)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)

Describes origami, the oriental art of paper folding as an activity to teach upper elementary students concepts and skills in geometry involving polygons, angles, measurement, symmetry, and congruence. (PK)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

Describes the Approaching Algebra Numerically (AAN) Calculator as a computer-based simulation of a hand-held calculator designed with novice learners in mind. Includes a complete description of the calculator and suggests uses for the calculator, including exponentiation, order of operations, scientific notation, concept of variable, and problem…