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)

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)