Four algorithms for subtraction are described: borrow and pay back,'' equal additiions, shopkeepers' subtraction,'' and decomposition. (DT)

Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

A discussion of the various algorithms used for multiplication. Repeated addition, arrays, the distributive law, Egyptian and Russian Peasant Multiplication, Gelosia, Napier's Rods and Genaille's Rods are all described, and examples of multiplying using each method are explained. (DT)

Two algorithms are developed for finding the square roots of numbers. One is based on the rule that x square is the sum of the first x odd numbers; the other is algebraic. (MP)

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

The teaching of non-numerical flow charting to all pupils is advocated as a means of preparing students for decision making. Several sample problems are provided. (SD)

An approach to teaching children aged 12 through 14 a substantial course about computers is described. Topics covered include simple algorithms, information and communication, man-machine communication, the concept of a system, the definition of a system, and the use of files. (SD)

An attempt is made to show that algebra is rarely obvious, and merely expecting children to learn rules is an oversimplification. Sections cover: (1) The Non-visual Nature of Algebra; (2) The Apparently Arbitrary Nature of Algebra; (3) The Relationship Between Symbolism, System and Question; (4) The Complex Nature of Algebra; and (5) Some…

Basic computational problems admit several different solution algorithms. A student's choice of method may be related to personal characteristics which also bear on his ability to learn other mathematical techniques and theories. (SD)