Mathematical worksheets are presented for use in the elementary school classroom. The sheets deal with arithmetic and number patterns, one being for the primary grades, the other for grades 4 to 8. (RS)

Discussed are the concepts of intuition, the general properties of an intuitive knowledge, and the classification of intuitions as problem solving of affirmative. An example of intuition using multiplication and division is described in some detail. (MNS)

Activities with triangular, square, pentagonal, hexagonal, and octagonal numbers are briefly discussed. (MNS)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

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)