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)

Two methods of adding columns of single digits were compared in terms of the speed and accuracy with which sums are produced. The direct method (successive addition) was found to be better than the method of looking for combinations which sum to ten. (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)

A method for obtaining the least common multiple and the greatest common factor of a pair of numbers without using prime factorization is examined. (JT)

Many activities are described for teaching two fundamental concepts concerning one-half. These concepts are one-half of a number and one-half of the size. (JT)

Available from: Journal for Special Educators of the Mentally Retarded, 179 Sierra Vista Lane, Valley Cottage, New York 10989. Methods of teaching addition and number concepts to educable mentally retarded students through concrete objects, memory exercises, and clock arithmetic are discussed. (CL)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

A model for directed numbers, using a sentry moving along the number line, is described. (MNS)

Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

Some methods for teaching fractions are presented. (DT)

Four reasons for teaching fractions to children are discussed. (DT)

Children's responses to a discovery learning exercise are discussed. (DT)