The author urges that subtraction be introduced by "taking away" rather than by equal addition; multiplication be first demonstrated in sets; division be understood as sharing; and unit fractions be denoted at first by using the written word for denominator. (MN)

Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

Research on students' attainment on multiplication facts, common errors, and meaningful instruction is briefly cited in this review. (MNS)

Activities are presented that focus on attributes of numbers. The activities highlight such attributes as more than, equal to, greater than, less than, LCM, prime and factor. The activities provide practice in motivational game-oriented situations. (RH)

How to develop multiplicative magic squares is discussed. Various types of numbers are used in the examples. (MNS)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Determined effects of two task types on 12- and 13-year-olds' understanding of applications of multiplying and dividing positive numbers. Results indicate the persuasive nature of certain misconceptions and specific effects of context attributable to such aspects as relative familiarity. Implications of these and other results are discussed.…

Four students participated in a two year study (fifth- and sixth-grade) focused on the development of their understanding of multiplication of fractions. During the first year, all students received individualized instruction designed to encourage them to build on their informal knowledge of partitioning to solve problems involving multiplication…

The purpose of the study was to help teachers understand the importance of using the Lattice Method in teaching multiplication with whole numbers and decimals to students with learning disabilities. The common errors made by learning disabled students in multiplication with whole numbers were analyzed. In the study, students with learning…

A rationale is given for the Russian-peasant algorithm for multiplication indicating why it works as well as how it works. (DT)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

The column presents activities for grades K-8 focusing on the concept of equality. A geometric-puzzle motif is used, with basic number facts reviewed for the lower grades and equivalent fractions for the upper levels. Four worksheets and a problem poster are included. (DT)

The Russian-peasant algorithm for multiplication is described and then extended to developing an algorithm for renaming base ten numbers in other number bases. (DT)