Describes strategies for teaching elementary students to solve a multiplication problem using the lattice method. (JOW)

A modified method of regrouping the minuend for subtraction is described. This more flexible method decreases the number of steps in the subtraction process and in checking the regrouping. (SD)

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)

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)

Suggests that issues surrounding the teaching of algorithms focus not on whether to teach them but rather on balancing and connecting the development of algorithmic thinking. Presents an approach to help students develop their algorithmic thinking. Contains 18 references. (ASK)

Debates the place of standard methods, the calculator, and mental mathematics in elementary education. Proposes a framework for computation that emphasizes a sequence for introducing computational procedures. (ASK)

A concrete approach to subtraction problems with minuends to 19 is presented. (MP)

The long division algorithm approached as repeated subtractions is explained. (DT)

Indicates that there has been a lot of work done and that a great deal needs to be done in the future to explore the world of children's early number. Discusses the counting, the use of algorithm, practical mathematics, the use of manipulatives, individual differences and pedagogical concerns, and classroom applications. Contains 18 references.…

Illustrates how upper elementary grade students can develop an understanding of the invert-and-multiply algorithm. (CCM)

A six-step method of teaching subtraction by renaming is presented, using money as the learning vehicle. (MP)

Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)

Two alternatives are given to the decomposition and equal addition subtraction algorithms. (MK)

Explores written calculation methods for division used by pupils in England (n=276) and the Netherlands (n=259). Analyses informal strategies and identifies progression towards more structured procedures that result from different teaching approaches. Comparison of methods used shows greater success in the Dutch approach which is based on…

Compares methods of subtraction used by children and teachers. Suggests ways to encourage children to invent their own subtraction algorithms. (CCM)