This study examines the effects of plugged and unplugged programming tools used in algorithm teaching at the K-12 level on student computational thinking skills and to determine whether gender is a factor in this process. The study group was designed with a control group pre-test--post-test; quasi-experimental model, that consisted of 109 students…

An algorithm for long division is presented that involves only addition and subtraction. (MP)

The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

Comparison of the computation ability in addition, subtraction, multiplication, and division of 155 students (ages 9-14) with learning disabilities (LD) and 266 normally achieving (NA) students demonstrated that NA students outperformed students with LD. Students with LD had more algorithmic errors, and failed to show growth patterns by age. NA…

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

An algorithm for the calculator is given for determining the day of the week for any date. An instructional sheet, a worksheet, and a BASIC program are included. (MP)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

Adapts Stanic and McKillip's ideas for the use of developmental algorithms to propose that the present emphasis on symbolic manipulation should be tempered with an emphasis on the conceptual understanding of the mathematics underlying the algorithm. Uses examples from the areas of numeric computation, algebraic manipulation, and equation solving…

Data indicated that high percentages of fifth- through eighth-grade low achievers had high algorithm confidence for the operations of addition, subtraction, and multiplication. A substantial proportion in each grade expressed a low degree of confidence in their computational method for division. (CM)

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

The author describes a new graphing algorithm for computing probabilities, and presents problems for these algorithms for use in the classroom. (SD)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

Three alternative methods of finding averages of two numbers are presented. (MP)

Assessment data on student achievement are analyzed to trace performance on some computational skills, with areas of needed improvement identified. (MN)

Defines one approach to problem solving in terms of student use of algorithms to find their solutions and gives examples. Discusses how problems and algorithms relate to each other. Describes strategies for teaching problem solving using algorithms. (CW)