This section contains four worksheets for games on estimation. Impact, Crossfire, Fire One, and Fire Two each require the use of calculators to focus on place value, multiplication, or division. (MNS)

The contribution to learning that can be made by students' questions is considered. Some questions asked by middle school students and the activities selected by the teacher to answer their questions are presented. Questions involve predicting, judging reasonableness, measuring, finding an average speed, and multiplication. (MNS)

A method is described for working multiplication problems by counting on fingers. (DT)

This book contains a collection of multiplication lessons that support curriculum and instruction. The goals of the lessons are to give all students the chance to learn how to mentally multiply by 10, powers of 10, and multiples of 10; use the distributive property to calculate products; use paper and pencil to record thinking when solving…

This guide contains classroom-tested problems designed to introduce and reinforce mathematical concepts in a quick, "fun" way. Activities emphasize the logic and reasoning skills needed to build a strong foundation in mathematics. The problems are thinking activities and require only upper elementary level mathematics skills. Activities are…

Topics discussed in this column include patterns of inverse multipliers in modular arithmetic; diagrams for product sets, set intersection, and set union; function notation; patterns in the number of partitions of positive integers; and tessellations. (DT)

The relative efficacy of two approaches to teaching basic multiplication facts to third graders is examined. Support was indicated for the thinking strategies approach. Results also indicated it was possible to train teachers in two days of inservice education. (MP)

The relative efficacy of two strategies for teaching skills was investigated. The results suggest that the sequence of skill and understanding makes little difference in influencing mathematics achievement of above average middle school students. (MP)

The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher…

Introduces a toy, the Educated Monkey, developed to help students learn multiplication tables and associated division, factoring, and addition tables and associated subtraction. Explains why the monkey works and reviews geometric, algebraic, and arithmetic concepts. (KHR)

Analyzes discussions with teachers (n=26) of Key Stage 2 classes (ages 7-11) during interviews on mathematical tasks based on use of pattern. Finds that pattern was used frequently, but that some teachers had a wider and more sophisticated view of pattern than others. Includes references and an appendix. (CMK)

Reanalyzes data obtained in 1987 on mental calculation strategies used by 11-year-olds in England, Wales, and Northern Ireland. Classifies mental strategies developed in the past decade in international research. Compares frequency and effectiveness of the strategies used by pupils of different levels of attainment. Discusses basic arithmetic…

Investigates the development of understanding of multiplication from the early school years through to the top primary age group. Identifies the children's difficulties and analyzes their solution strategies. Reports that progressive abstraction is related to the children's developing understanding of number and to their procedures for addition.…

Classifies children's solution strategies by degree of abstraction and by use of physical objects. Children in grades one, two, and three were given two multiplication and four division word problems that differed in semantic structure. (Author/YP)

Gives a multi-lesson project exploring multiplication arrays. Students are given opportunities to model multiplication tables with rectangular arrays, develop and extend ideas about patterns, organize and present visual patterns symbolically in tables, and represent visual patterns graphically. (MKR)