The author urges that subtraction be introduced by "taking away" rather than by equal addition; multiplication be first demonstrated in sets; division be understood as sharing; and unit fractions be denoted at first by using the written word for denominator. (MN)

A teacher discusses his attempt to analyze his pupil's difficulties with arithmetic by looking at the component parts of each operation. (MP)

Motivation for practicing basic arithmetic skills is provided by activities based on dart board games. There activities also require participants to devise winning strategies, adding enrichment to the game-type drills. (JP)

Five approaches for teaching multiplication of negative numbers are reviewed. A study comparing the effectiveness of rote, induction, deduction, and modeling approaches found no significant differences. (MP)

The Cockcroft Report on English Schools recommends that all schools design their syllabuses and examinations on the assumption that all students will have access to calculators. How to use calculators sensibly to improve what is taught and how curriculum content may change are discussed. (MNS)

Number sequences are useful complements to traditional drill and practice. Described is an activity in which the basic rule, add the tens digit to five times the ones digit, is used to generate a sequence of numbers. The dialogue between teacher and student discussing characteristics of emerging patterns is given. (MDH)

Described is an activity that categorizes a two-digit number as "sneaky" if the continued process of taking the difference of the squares of its digits leads to a difference of zero. Other categorizations are determined by whether the difference process ends in a one-digit number or continues in a loop of numbers. (MDH)

Many simple games can be devised to help children practice learning multiplication facts. Five games are illustrated, and suggestions of ways in which the short activities can be developed into a whole lesson or series of lessons are presented. (PK)