Discussed is the need to rethink computation in terms of what is critical, how computation is taught, and what constitutes computation. (MNS)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

Describes some square-number patterns that fourth-grade students and their teacher discovered. These discoveries began as students pushed wooden cubes together to make square arrangements. (JN)

Helping students prepare for the annual achievement test is the focus. The structure of the test and how test makers anticipate wrong answers is explored with students. (MNS)

The purpose is to explore two beliefs related to students' attitudes toward mathematics. First, certain attitudes toward or beliefs about mathematics are thought to be important objectives of instruction. Second, positive attitude toward mathematics is thought to play an important role in causing students to learn mathematics. (RP)

Factors to consider in selecting a microcomputer are listed with characteristics of microcomputers at three price ranges. (MNS)

Doing (addition and multiplication) and undoing (subtraction and division) are illustrated through drawings and sentences. Combinations of operations are also included. (MNS)

A computer program that allows students to simulate an experiment in probability is given, with specific suggestions on how to use and study the program. (MNS)

The "positive-negative charge" model is described and demonstrated with all four operations on integers. Its major advantages are that it is both concrete and complete. (MNS)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

Discussed are different aspects of interviewing that will help a teacher to learn weaknesses and strengths of students' mathematical thinking. Information learned from the students can have a dramatic effect on what is taught, when it is taught, how it is taught, and how a child's progress is evaluated. (RH)

How the strategy of uninterrupted sustained silent reading, can be adapted as uninterrupted sustained arithmetic for use in mathematics classes and clinics is discussed. Several activities are described and illustrated. (MNS)

Use of calculators rather than computers or paper and pencil when calculators can do the job is stressed. When the use of calculators is more appropriate is indicated. (MNS)

The focus is on the problem-solving strategy "write an equation." Other topics to develop problem-solving skills are included. (MNS)