The study investigated types of errors made by learning disabled children by analyzing written responses to multiplication and division problems. Error classifications are discussed, and possible causes are suggested. The importance of thorough investigation of errors by teachers is stressed. (Author/DB)

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

A learning disabled student was drilled on multiplication facts, with records of his performance used to help him reach mastery. A sequence in which the 0 facts, 1 facts, etc., are taught is used. (MNS)

The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Children use acquired knowledge as they learn basic multiplication facts. If informal thinking strategies are stressed, the border between "figuring out" and "knowing by heart" gradually disappears. Children will acquire a flexible mental structure of multiplication facts instead of a collection of rules. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

Activities that can be used for maintenance of computational skills and can lead to the discovery of a pattern verifiable by an algebraic procedure are noted. The language of algebra is used in nonroutine settings, with several challenges for further exploration. (MP)