Presented is a historical treatment of computational devices that use counters on a checkerboard. The discussion includes works of John Napier, Walter Minto, and Nicholas Saunderson. (MP)

Describes a history of magic squares from China, Holland, Rome, and Ethiopia. (MKR)

The number sense program in Texas was developed to help motivate students to learn mathematics and to literally develop "number sense." A description of the program, a 70-item exercise (with answers), and teaching tips are provided. (JN)

This study attempted to determine the effects of planned parental participation and immediate feedback concerning homework assignments on student achievement in and attitudes toward arithmetic. (CP)

Examines 250 sixth-grade students' understanding of arithmetic average by assessing their understanding of the computational algorithm. Results indicate that the majority of the students knew the "add-them-all-up-and-divide" averaging algorithm, but only half of the students were able to correctly apply the algorithm to solve a…

This article reviews 40 pertinent studies of student groups (conducted between 1922 and 1969) related to the solution of word problems and makes recommendations for continued research in this area. The subdivisions focus on studies of problem analysis, computation, general reading ability, specific reading skills, specificity of the problem…

The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

An overview is provided of the current literature on mathematical learning of children with a learning disability. Mathematics for the population viewed is seen to mean mainly arithmetic. It is felt more research is clearly needed on teaching arithmetic to children with a learning disability. (MP)

Explores abundant numbers and presents a proof that abundant numbers of every order exist. Readers are encouraged to use the included computer program to explore abundant numbers for themselves, look for patterns in the output, and consider further questions. (Author/MKR)

The differences between drill activities and practice activities and the reasons why there are differences are discussed. Two games that uses playing cards to provide students with untimed opportunities to practice their facts are described. (KR)

Case studies investigating the effectiveness of procedures undertaken to develop number sense and basic computational skills in (n=12) learning disabled students in a K-1 classroom found that all students were successful in recognizing and matching the numbers 0 through 5 and adding sums to 5. (13 references) (Author/MKR)

Discusses procedures used throughout history to solve fractional and decimal divisor problems. Early rules and definitions, approaches in mathematics and methods books, "new math" approaches, research findings, and recent textbook procedures are included. Concludes by presenting nine recommendations for teaching the operation. (DH)

Discussed is the meaning of the word "of" as is found in mathematical expressions that involve fractional numbers. The conceptual rather than numerical distinction is stressed. Teaching techniques regarding difficulties with this concept are suggested. (CW)

Discusses three methods to teach the order of operations to middle school students: (1) asking students to fill in operations in a statement to obtain a given answer; (2) using mnemonics to remember operation order; and (3) having students discover the logic system used by their calculators. (MDH)