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)

Four worksheets are designed to provide practice with addition, subtraction, and multiplication of whole numbers and decimals. (JT)

Discussed is the topic of least common multiple (LCM), a rationale for its importance, and suggestions for when and how to teach it. (RH)

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

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

Children use acquired knowledge as they learn basic multiplication facts. If informal thinking strategies are stressed, the border between "figuring out" and "knowing by heart" gradually disappears. Children will acquire a flexible mental structure of multiplication facts instead of a collection of rules. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

For special education teachers dealing with slow learners or learning disabled students, the paper describes teacher-made diagnostic tasks and settings for addition, subtraction, multiplication and division. Remediation techniques and strategies for common error patterns and misunderstandings are discussed for each of the major parts of the…

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)