A method is discussed for justifying to students the fact that the product of two negative integers is positive. (DT)

Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

A method is discussed for learning the multiplication tables that avoid repeating tables everyday or memorizing a large body of facts at the same time. (MN)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Some proposals on how children may learn the basic multiplication facts through practical activities based on the rectangle. (MM)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)

A method is described for working multiplication problems by counting on fingers. (DT)

Topics discussed in this column include patterns of inverse multipliers in modular arithmetic; diagrams for product sets, set intersection, and set union; function notation; patterns in the number of partitions of positive integers; and tessellations. (DT)

An approach to teaching multiplication and division with negative numbers that focuses on graphs to illustrate concepts is revealed. The material and problems used are presented with comments on the teaching methods applied with 11-year-olds. (MP)