In this article, John West explores student misconceptions relating to division. A range of activities that promote the understanding of divisibility rules are provided.

This paper reports on the answers indicated by research studies to nine questions concerning the teaching of multiplication and division. (1) Should multiplication facts be memorized? Answer: Yes, at an appropriate time. (2) How should multiplication be conceptualized? Answer: Normally addition of equal addends; sometimes arrays or…

These materials were written with the aim of reflecting the thinking of The Cambridge Conference on School Mathematics (CCSM) regarding the goals and objectives for school mathematics. Presented are plans for teaching 15 inequality lessons for above average first grade students. The discovery approach is utilized by the teacher in order to involve…

Reported is a study of the interaction between figural and semantic abilities (as defined in Guilford's Structure of the Intellect") and success in a programmed unit in modular arithmetic. The subjects were prospective elementary teachers. Significant interactions were found between both figural and semantic factors and methods of instruction.…

Operations with zero and concepts associated with the use of zero are examined in some detail. Historical practices concerning zero are discussed. (CT)

Solution of, and commentary on, a problem suitable for use in the secondary school mathematics classroom. Topics from arithmetic, algebra, and number theory appear in a unified way. (FL)