Ways to use popsicle sticks as concrete models of multiplication and division of fractions are given. (MK)

This study compares a pencil-and-paper drill strategy with a calculator drill strategy in facilitating the learning of multiplication facts. The results suggest pencil-and-paper drill is more effective. (MK)

Preskills and strategy training were shown to be effective in helping four eight- to nine-year-old learning disabled children acquire basic multiplication and division skills. (Author)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

A computer program in BASIC is presented, with the underlying algorithm explained, for multiplying any two multi-digit numbers and obtaining an exact answer. (MP)

A teacher discusses his attempt to analyze his pupil's difficulties with arithmetic by looking at the component parts of each operation. (MP)

A procedure for recording the prime factors of a composite number is explained. (DT)

Demonstrates the number theory property that the number of divisors of an integer n times the number of positive integers k, less than or equal to and relatively prime to n, equals the sum of the divisors of n using theory developed about multiplicative functions, the units of a convolution ring, and the Mobius Function. (MDH)

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Presents an approach for teaching the multiplication of fractions by helping students build a foundation on the basis of their informal knowledge. Suggests some action research ideas for teachers to try in their classrooms. (ASK)

Presents a study in which participants were trained on nine single-digit multiplication problems over three sessions. Transfer of practice was tested with nine different multiplication problems in the fourth session for half the participants. Interprets problem-size, transfer, and retention effects within a network-interference model of mental…

This study investigated the extent to which interspersing effects are consistent with the effects of reinforcement on predicting students' preferences for mathematics assignments. Students were exposed to 4 pairs of assignments. Each assignment pair contained a control assignment with 15 problems requiring multiplication of a three digit number by…

The abilities of 19 adult students with dyslexia and 19 students without dyslexia to recall number facts were compared. Despite being matched for estimated IQ, the dyslexic students were less accurate than the non-dyslexic students when answering subtraction and multiplication questions. When the dyslexic students answered addition and subtraction…

Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…