Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

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)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

A unit on problems involving large numbers can begin with calculating the amounts of ingredients needed to produce several thousand hamburgers. Other sources of computational problems are described. (SD)

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

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)

The contribution to learning that can be made by students' questions is considered. Some questions asked by middle school students and the activities selected by the teacher to answer their questions are presented. Questions involve predicting, judging reasonableness, measuring, finding an average speed, and multiplication. (MNS)

Beginning with a simple computer program to teach a fundamental concept and building in small increments is suggested. For the topic of repeated operations, three activities, an extension, and some problems are given. (MNS)

Two posters that can be used to provide experience in recognizing patterns in sequences of numbers are provided. Suggested number sequences for different grade levels are given. (MK)