Problems involving record-setting events are presented, with comments on both the mathematics skills and the reading skills that are involved with each. (MNS)

Discusses how to use calculators in the mathematics classroom. Provides some teaching examples. (YP)

Discusses a strategy for clarifying students' understanding of decimals, improving their ability to read decimals, and increasing retention of decimal skills. (YP)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Discusses the implementation of the National Council of Teachers of Mathematics standards, especially problem solving, into the elementary mathematics curriculum. Presents three examples: measurement and seriation at the primary level; place value for intermediate level; and spatial reasoning and logical thinking at the intermediate level. (YP)

Discusses the planning, organizing, and implementing of a week of mathematics activities at an elementary school. Describes five activity stations, including activities for mental mathematics, calculator mathematics, estimation, geoboards and tengrams, and graphing and estimation exercises. (YP)

Describes four activities to obtain information from maps, use scales and legends, and interpret information on charts. Provides the objectives, directions, extensions, answers, and worksheets for each of the activities. (YP)

Describes seven spatial abilities related to mathematics including eye-motor coordination, figure-ground perception, perceptual constancy, position-in-space perception, perception of spatial relationships, visual discrimination, and visual memory. Discusses the relationship of the spatial abilities to the study of geometry. Lists 19 references.…

Discusses games using number tablets. Describes general advantages of the games over using pencil and paper. Provides needs, skills, players, rules, and variations for eight games. (YP)

Provides instructions and worksheets for activities on: (1) sorting sets (grades K-one); (2) telling place values of two-/three-digit numbers (grades two-four); (3) recognizing multiplication/division facts (grades four-six); and (4) computing problems that contain multiples of 10, place value problems, and subtraction problems with many zeros…

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

Discusses a teaching method for multiplication using manipulative materials. Provides examples of the teaching method and activities using individual chalk boards. Two references are listed. (YP)