Describes the development and application of an algorithm that generates non-linear representations of English text. It appears that the representation it produces could be quite useful in automatic language processing. (JB)

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)

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

A general framework for conducting generalizability analyses is presented. Generalizability theory is extended to situations in which the objects of measurement are not persons but other factors, such as instructional objectives, stages of learning, and treatments. (Author/PN)

This paper describes an intelligent spelling error correction system for use in a word processing environment. The system employs a dictionary of 93,769 words and, provided the intended word is in the dictionary, it identifies 80 percent to 90 percent of spelling and typing errors. Nine references are cited. (Author/EJS)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

The first section promotes use of student notebooks in mathematics instruction as incentives for pupils to do daily work. Part two looks at a geometric interpretation of the Euclidean algorithm. The final section examines an open box problem that is thought to appear in virtually every elementary calculus book. (MP)