Two sequences of activities were developed to provide instruction on the algorithms for addition and subtraction of two-digit numbers. In the integrated sequence (I) the mechanics of "carrying" and "borrowing" were treated as a single process "regrouping." In the sequential treatment (S) the addition algorithm was developed before the subtraction…

Two sequences of activities were developed to provide instruction on the algorithms for addition and subtraction of two-digit numbers. In the integrated sequence (I) the mechanics of "carrying" and "borrowing" were treated as a single process "regrouping." In the sequential treatment (S) the addition algorithm was developed before the subtraction…

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)

Identifying the larger (L), smaller (S) and difference (D) of two real numbers, and then selecting the appropriate relationship between L, D, and S can help students solve algebra word problems. (SD)

The teacher's guide for the second unit of this SMSG series covers the two chapters in Unit 2 of the student text on algorithms and flow charts and on problem formulation. The overall purpose for each of the chapters is described, the prerequisite knowledge needed by students is specified, the mathematical development of each chapter is detailed,…

An approach to solving equations is presented. (SD)

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)

This is the second unit in a series of 14 SMSG texts designed to cover mathematical concepts which the general population should know. One chapter of the unit discusses algorithms, flow charts, and computers; the second chapter tackles problem formulation procedures (not actual problem solving) and briefly covers mathematical models. For a special…

Designed for the student who has acquired basic computational skills with non-negative rational numbers, this guidebook on minimum course content seeks further development of computational skills with fractions. General goals and performance objectives, a course outline, teaching strategies, sample test items, and a list of six references are…

The teaching of non-numerical flow charting to all pupils is advocated as a means of preparing students for decision making. Several sample problems are provided. (SD)

This guidebook, which sets minimum course content, is designed for the student who has acquired basic computational skills with non-negative rational numbers. The booklet covers computation skills with decimals. General goals and performance objectives, a course outline, teaching strategies, and sample test items are included. The quin is based on…

Designed for the student who has acquired basic computational skills with non-negative rational numbers, this guidebook delineates minimum course content to further develop students' computational skills with whole numbers. Place value and estimation are also covered. General goals, performance objectives, a course outline, suggested teaching…

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

Algorithms for the four basic operations on whole numbers are described; these algorithms provide for sequential recording of all steps in the operations. (SD)