This research focused on preservice elementary teachers' understanding and reconstruction of understanding about multiplication in the domain of fractions. At the start of the study, 44% of the 50 preservice teachers studied reported that they had a method for reasoning about multiplication with fractions, and 28% were able to describe a situation…

This book is designed to introduce and provide motivational practice on basic multiplication facts for students in grades 2-6. The facts are presented in order from 0 through 12, with activities designed to review previously presented facts at three points. A test is provided. Searches, magic squares, mazes, and puzzles are among the activities…

One important finding from recent research on multiplication word problems is that children's performances are strongly affected by the nature of the multiplier (whether it is an integer, decimal larger than 1 or a decimal smaller than 1). On the other hand, the size of the multiplicand has little or no effect on problem difficulty. The aim of the…

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

This textbook is designed to teach the principles of Arithmetical Science as far as they are involved in the elementary processes, and to secure a reasonable degree of accuracy and rapidity in expressing numbers and computing results. This work presents at first the idea of numbers connected with visual representations of objects; afterward, when…

This teacher guide is part of the materials prepared for an individualized program for ninth-grade algebra and basic mathematics students. Materials written for the program are to be used with audiovisual lessons recorded on tape cassettes. For an evaluation of the program, see ED 086 545. In this guide, the teacher is provided with objectives for…

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

Presented is a paradigm for teaching basic and semibasic arithmetic facts to children with arithmetic difficulties, in which the student progresses from the use of concrete materials such as blocks, to the use of diagrams such as tally marks, to a reasoning process, to responding in an automatic manner. (DLS)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

A description is given of a lesson on two digit multiplication with nine-year olds that utilizes trial and error and partitioning of the problem in a discovery type approach. (MN)

Described is a multiplication unit for intermediate aged emotionally disturbed boys which used citizen band radio terms and a drawing of a road to record individual progress. (CL)

The effectiveness of software use alone or in combination with teacher intervention on the acquisition of multiplication facts was evaluated in a study of a 16-year-old male student with a specific mathematics disability. The computer assisted instruction alone produced only transitory effects, while the combined approach resulted in maintenance…

Provides four pages of practice problems covering the skills of multiplication, addition, and subtraction. Follows the premise that many arithmetic operations be done in working toward a solution. The sheets could be photocopied as worksheets or handouts. (JM)

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)