The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

Data from the 1977-78 mathematics assessment of the National Assessment of Educational Progress (NAEP) on the use of calculators are discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

Three differences between the mathematics training of students from Spanish-speaking countries and that typical for pupils in the United States are discussed. (MP)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)

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)

Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)