The problem of getting a correct result when a fraction is reduced by cancelling a digit which appears in both the numerator and the denominator is extended from the base ten situation to any number base. (DT)

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

After briefly presenting possible origins for the use of the decimal system for counting and the duodecimal (base twelve) system for many measures, a notational scheme using six positive'' digits and six negative'' digits is presented. Examples and algorithms using this set of digits for operations with whole numbers, fractions, and in…

The early use of the distributive law can aid students in learning addition of fractions and provide rapid approaches to computation involving other operations. (SD)

In a thesis written for the Doctor of Arts in Mathematics, the connection between Euclid's algorithm and continued fractions is developed and extended to n dimensions. Applications to computer sciences are noted. (SD)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Describes a multicultural enrichment project for 4th graders that highlights number systems and computation algorithms of various cultures. Discusses student responses and reactions. (KHR)

Instruction on properties of whole numbers, the meanings of operations on whole numbers, symbolic representation and algorithms for completing these operations is discussed. Many activities appropriate to each of these topics, and suitable for primary school children, are presented. (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)

The question is raised: What comes first: rules of calculation or the meaning of concepts? The pressures on the teacher to teach and simplify knowledge to algorithms are discussed. The relation between conceptual and procedural knowledge in school mathematics and consequences for the teacher's professional knowledge are considered. (DC)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)