This article explains the generation of Kaprekar's constant in terms that upper elementary pupils can understand. The procedure is explained and the result proven. This is an example of a new, interesting problem for students that gives them drill in subtraction at the same time. (LS)

An outline of the way that fractions might be presented in ninth grade algebra is given, and implications for elementary school instruction are noted. (DT)

An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)

Student performance on division exercises in the recent National Assessment of Educational Progress (NAEP) is reviewed. Pupil performance on selected exercises is reported and followed by some suggestions for improvement in the teaching of this skill. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).

Discusses the use of manipulative materials to model operations and algorithms. Indicates that they clarify the several interpretations of each operation, establish a basis for correct mathematical language, and show why algorithms work. (JN)

Using various aspects of mathematical structure as unifying concepts is stressed. Specific examples are given based on the concept of equivalent fractions and on the addition property of equality. (LS)

A distinction is made between an algorithm and the justification for the algorithm. Examples of both are given for the operations with whole numbers. (DT)

A subtraction algorithm for numbers having several digits is described. The algorithm requires that, for digits in the same place, the smaller is always subtracted from the larger. (SD)