Examines problem-solving results among second-grade students in three schools that were all using a reformed mathematics curriculum. Except for one problem, more students used a mental procedure than the standard written algorithms, and both methods were used with approximately the same degree of accuracy. (AIM)

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)

Encourages teachers to allow opportunities for students to present alternative algorithms, whether the students invent them or learn them, then lead a discussion about the meaning of the operations with the goal of students understanding why the algorithm works. Teachers with students of similar racial and ethnic backgrounds should encourage the…

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

The author describes a technique for teaching various aspects of the subtraction algorithm (e.g., regrouping, borrowing) by relating them to the use of money. (SD)

Explains that Year 5 students in ten British schools took a mathematics division test twice in the school year. The test involved context and bare problems to identify changes in approach as the standard algorithm was introduced. Reports that 52 percent of students gained a higher score on the second test. (CMK)

Presents an easy method for constructing magic squares from three-by-three to general squares. Provides a computer program generating odd-order magic squares. Six references are listed. (YP)