This report illustrates a simple, short, yet relatively little known partial check on addition that elementary school pupils can be lead to discover, and later taught to understand. The process can also be used for subtraction and is viewed as more useful than the traditional check of casting out nines. (MP)

An algorithm and sequence which utilizes arrays of entities is proposed for explaining the division of two fractions. (MN)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)

Ways to combine the strengths of teacher and computer are suggested. Multiplication concepts and an algorithm for multiplication are taught in the same lessons. The computer is used as an electronic chalkboard to teach at a semiconcrete level. The computer program is included. (MNS)

A subtraction algorithm that does not involve borrowing is presented and called the residue method. It has been taught in junior and senior high school classes and preservice and inservice classes for teachers. The method has helped in classes where arithmetic in other bases is presented. (MP)

This paper discusses the results of questionnaires sent to principals and teachers on the subject of manipulatives, computer, and calculator availability and use in the classroom. The study was done in order to develop a better understanding of teachers' inservice needs. Results of the study include: (1) most teachers have at least some…

The instruction of finger counting and finger calculation, also known as Chisanbop, is promoted as a natural method of introducing and teaching the basic processes of addition, subtraction, multiplication and division to children, particularly to those who are mentally and physically handicapped. The sequential process for teaching finger…

This paper describes an educational program developed on the basis that the use of blocks and other manipulatives can be useful both for initial teaching of exchange operations in arithmetic and for remediation of the faulty strategies which very commonly arise during acquisition of written calculation algorithms. This computer program is a…

This paper is designed to provide teachers with more guidance on how to help students become proficient in the recall of basic number facts. Activities and practices are placed in a sequence designed to aid all instructors. The learning of number facts is divided into three stages: (1) the development of basic number facts; (2) establishing number…

This unit is 1 of 12 developed for the university classroom portion of the Mathematics-Methods Program (MMP), created by the Indiana University Mathematics Education Development Center (MEDC) as an innovative program for the mathematics training of prospective elementary school teachers (PSTs). Each unit is written in an activity format that…