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)

Primary purpose of this study was to investigate the processes underlying simple mental multiplication. (Author)

Examined were the mental processes by which elementary school students work simple multiplication exercises. Ten process models were fit to data obtained in the course of a CAI program in elementary arithmetic. The processes used by students in grade three were compared with those used by students in grade six. (CT)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Eighty-seven pupils in grades 4-6 completed five multiplication examples and wrote a problem for another example. They were reasonably proficient, with mean scores of 82 percent in grade 4, 75 percent in grade 5, and 97 percent in grade 6. They did less well on developing a problem. (MNS)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

A method of teaching multiplication facts to remedial students using fingers and an alternate geometric proof developed by students are suggested. (MK)

The time at which component skills are taught is studied to see whether it is a significant instructional variable. This research involved the instruction of a multiplication algorithm to 15 below-average first graders. (MP)

Six activities useful in developing the idea of prime factorization are described. Some of these activities are best done with a calculator. (MK)