Different methods of subtracting are described; the equal additions and the decomposition methods are discussed in detail. (DT)

This investigation concerns the repeated application of the rule "take the sum of the squares of the digits." (MP)

Presents research on students' use and understanding of algorithms in Poland. Concludes that there are detrimental side effects that stem from the teaching and learning of standard written algorithms. (ASK)

The author advocates the classroom consideration of new algorithms as a means of leading students to make original hypotheses. He discusses a multiplication algorithm based on the differences between squares. (SD)

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)

Suggestions for teaching the concept of division by zero are given. (MK)

Four different types of problems from graph theory are presented and discussed. (MK)

Described is a case in which a young student stumbles upon the "integer" technique for subtraction which differs from the techniques of decomposition and equal addition. (MN)

With the advent of computers and electronic calculators, the role of logarithms in the curriculum is changing. An intuitive approach to logarithms, stressing the notion of isomorphism, is discussed. (SD)

Upper-level secondary students investigated square and triangular numbers and Pythagorean triples using computers. (SD)

These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

The need for incorporating algorithmics into mathematics instruction is presented. The proliferation of computers is seen to have made the designing of algorithms an essential skill. Examples are given, and the view that mathematics will lose much prestige and importance if algorithmics is not integrated into it is presented. (MP)