The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

A method is described for working multiplication problems by counting on fingers. (DT)

This investigation concerns the repeated application of the rule "take the sum of the squares of the digits." (MP)

Presents research on students' use and understanding of algorithms in Poland. Concludes that there are detrimental side effects that stem from the teaching and learning of standard written algorithms. (ASK)

Suggestions for teaching the concept of division by zero are given. (MK)

Described is a case in which a young student stumbles upon the "integer" technique for subtraction which differs from the techniques of decomposition and equal addition. (MN)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

The observations of a fifth-grade student concerning number patterns are recorded and discussed. (SD)