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…

Describes the characteristics of progressive schematization with regard to column multiplication and column division. Contrasts this with column arithmetic based on progressive complexity. Presents a summary of research data concerning column arithmetic. (TW)

Described are procedures for multiplying matrices using Logo. Examples of computer programming are included. (RH)

Students from six fourth-grade classes were paired and randomly assigned to computer or worksheet treatments on multiplication and division. Those using computer-based drill-and-practice programs made greater gains on some tests of basic facts, but had no higher retention of algorithms. (MNS)

Beginning with a simple computer program to teach a fundamental concept and building in small increments is suggested. For the topic of repeated operations, three activities, an extension, and some problems are given. (MNS)

Current practices in teaching about distributivity of multiplication over addition and subtraction are reviewed. Then a study is described in which two inventories were administered to 83 eighth-grade students; scores were low. Suggestions for teaching distributivity are presented. (MNS)

Sorting activities for multiplication and division facts are suggested for developing concepts of prime factors. (MP)

Two posters that can be used to provide experience in recognizing patterns in sequences of numbers are provided. Suggested number sequences for different grade levels are given. (MK)

Compares the effects of two self-managed interventions on written multiplication in two elementary students with behavior disorders. Results indicate that the verbal responding intervention resulted in a larger number of learning trials and greater increases in learning rates. Focuses on increasing learning rates by requiring more time-efficient…

The performance of 76 students (ages 10 to 15) with learning disabilities on four tasks of arithmetic computation within each of the four basic operations was examined. Tasks varied in difficulty level and number of strokes needed to complete all items. Intercorrelations between task sets and operations were examined as was the use of…

Discussed is the meaning of the word "of" as is found in mathematical expressions that involve fractional numbers. The conceptual rather than numerical distinction is stressed. Teaching techniques regarding difficulties with this concept are suggested. (CW)

Interviewed 59 2nd- and 44 3rd-year elementary school students concerning their solutions to arithmetic problems commensurate with their age and ability. The results indicate that as children progress through school, they continue to use counting as an important part of their problem-solving repertoire, combining counting skills in idiosyncratic…

Discusses three methods to teach the order of operations to middle school students: (1) asking students to fill in operations in a statement to obtain a given answer; (2) using mnemonics to remember operation order; and (3) having students discover the logic system used by their calculators. (MDH)

A 14-year-old Brazilian boy in the fourth grade was given 170 problems orally, each asking for the sum of 2 2-digit numbers. Responses indicated he had invented his own algorithm for addition, similar to the school one, based largely on his experiences with money. (Contains 13 references.) (JAF)

Two experiments involving 90 primary and intermediate-grade students studied how the COPPERS computer-based mathematical learning environment advances children's understanding that multiplication problems have many different correct solutions. Factors affecting learning and theoretical implications are discussed in terms of scaffolding learning.…