Presents alternative equation-solving procedures that emphasize an examination of the steps or operations necessary to perform a calculation, followed by the inversion of those steps. The approach is especially attractive to students with limited mathematical skills. (Author/MKR)

A computer program in BASIC is presented, with the underlying algorithm explained, for multiplying any two multi-digit numbers and obtaining an exact answer. (MP)

Reports on the findings of the Algorithms working group at the Ware, England, conference. Examines methods of introducing the algorithmic approach to mathematics via computer programing and using problems arising from content areas. Considers programing language and presents support for programming in mathematics curricula. (JM)

Symbols and shapes used in flowcharting are defined, reasons for incorporating flowcharts into instructional activities are listed, and eight different flowcharts are presented. (DT)

A program in BASIC which decomposes fractions is provided. Activities related to student use of the program are listed. (SD)

The algorithms for finding cube roots is approached by slicing a cube. (SD)

The discrete mathematics topics of trees and computational complexity are implemented in a simple reliability program which illustrates the process advantages of the PASCAL programing language. The discussion focuses on the impact that reliability research can provide in assessment of the risks found in complex technological ventures. (Author/JJK)

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)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

Described is a way to use knots to relate a three-dimensional object to a two-dimensional representation of the object. The results are used to produce an algorithm or rule to explain a general case. Included are examples, diagrams, procedures, and explanations. (KR)

Presents cooperative computing activities in which each student plays the role of a switch or processor and acts out algorithms. Includes binary counting, finding the smallest card in a deck, sorting by selection and merging, adding and multiplying large numbers, and sieving for primes. (16 references) (Author/MKR)