Utilizes two interpretations for the positive and negative signs to demonstrate how multiplication and division involving negative numbers can be represented and their inverse nature illustrated. (RP)

The authors suggest how the patterns in the digits in the multiplication tables may be exploited in the classroom. (MM)

A classroom illustration of a multiplication game is presented followed by an analysis of the game. (MNS)

Three experiments evaluated performance on a mental multiplication task and the adequacy of several different models of mental addition as extended to multiplication. Results are discussed in terms of a network-retrieval approach to mental arithmetic, the commonalities between addition and multiplication, and rule- versus retrieval-based…

An algorithm for multiplying natural numbers is described. The algorithm provides a chance for some unusual drill and might serve as an enrichment topic. (MK)

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

A systematic search is given for products where reversing the digits does not change the answer. Related questions are suggested that can be solved by the same discovery approach. (MP)

A study of two adolescents with behavior disorders examined the effects of a sequence of three, single-digit multiplication problems on the latency to initiate multiple digit multiplication problems. During the preference assessment, both students most often selected the single-digit problems and intervention decreased the latency between problems…

Discusses the language used in mathematics classrooms and states that appropriate language is based not only on the words we say but also on how those words are being perceived. Indicates that teachers should give students time to develop the meaning of numbers, operations, or problems. (ASK)

Reports the results of an intervention program for students with difficulties learning mathematics. Compared two kinds of math intervention, guided versus structured instruction, to regular math instruction for students from regular and special education aged seven to thirteen and concludes that both forms of intervention were effective for low…