Multiplication and division have in general been much more difficult to perform than addition and subtraction. Perhaps, if we could find some device for reducing multiplication and division to addition and subtraction, computational loads could be lightened. One such device is that of logarithms of course. This note outlines another such device…

The strategies for learning multiplication concepts are discussed. The strategies involve introduction of the multiplication concepts through problem solutions with linkage between new concepts and prior knowledge, provision of concrete experiences and semi-concrete representations prior to purely symbolic notations, explicit teaching of the rules…

Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to 10, then to 20, and then to 100. They learn to add without regrouping and then with regrouping. The authors teach addition before multiplication and the two-times table before the six-times table. They usually teach division as a separate…

This article describes how the story of Alice in Wonderland helps students understand the operation of multiplying by a rational number less than 1 and related aspects of ratio and proportion. Included with this article is a "How Tall Is Alice?" Worksheet. (Contains 1 table and 6 figures.)

This article discusses the role of the commutative, associative, distributive, and identity properties of addition and multiplication in preparing children for future success in algebra. (Contains 3 figures.)

A multiple-probes-across-tasks design was used to evaluate the effects of a taped-problems intervention on the multiplication fact fluency of 18 students from an intact general education third-grade classroom. During the classwide taped-problems intervention, students were given lists of problems and instructed to attempt to complete each problem…

Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

A simple, handmade device for teaching multiplication facts is described. (JT)

This paper focuses on elementary school students' use of mathematically-based (MB) and practically-based (PB) explanations. The mathematical context used in this study is multiplication. Two issues are discussed. The first issue is a comparison between MB and PB explanations used by students before they are formally introduced to multiplication in…

Presents and criticizes current theories of multiplication in order to pave the way for an alternative foundation for the concept of multiplication. Formulates a uniform concept of multiplication that recognizes anew the importance of the roles of multiplier and multiplicand. (Contains 22 references.) (ASK)

Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor…

This article describes a multisensory method for teaching students how to multiply and divide as well as add and subtract integers. The author uses sidewalk chalk and the underlying concept of integers to physically and mentally engage students in understanding the concepts of integers, making connections, and developing computational fluency.…

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on…