Difficulty levels of 168 randomly generated multiplication problems were obtained by testing 238 fifth-graders. Variables concerning the number of operations, digits carried, and magnitude of the digits were defined, and a least-squares procedure was used to construct structural models accounting for 60-70 per cent of observed problem difficulty…

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)

Students from six fourth-grade classes were paired and randomly assigned to computer or worksheet treatments on multiplication and division. Those using computer-based drill-and-practice programs made greater gains on some tests of basic facts, but had no higher retention of algorithms. (MNS)