Suggestions are given for teaching flowcharting at the elementary school level. A short list of sources for free materials on computers is included. (DT)

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)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

The early use of the distributive law can aid students in learning addition of fractions and provide rapid approaches to computation involving other operations. (SD)

Develops a division algorithm in terms of familiar manipulations of concrete objects and presents it with a series of questions for diagnosis of students' understanding of the algorithm in terms of the concrete model utilized. Also offers general guidelines for using concrete illustrations to explain algorithms and other mathematical principles.…

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)

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

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

A study on the impact of misconceptions on preservice elementary teachers' processes in solving problems involving multiplication and division of decimals is described. Included are the purpose of the study, a description of the subjects, instruments, and interviews, the findings, and discussion. (KR)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)