The paper describes a program in which the rate of accurate response by six special education students (10 to 13 years old) to multiplication fact questions was increased by the application of contingent reinforcement procedures. (Author)

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

A description is given of a game used to give a continuous review of multiplication facts and illustrate certain properties. (MP)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Detailed instructions are given for presenting a number of activities that serve to tie measurement and multiplication together. The activities involve length, weight, area, volume, and capacity. (MP)

A method is discussed for justifying to students the fact that the product of two negative integers is positive. (DT)

Describes teaching methods and student-created methods for conceptualizing multiplication with rational numbers. (YDS)

Investigates the standard rounding rule for multiplication and division including its derivation from a basic assumption. Uses Monte-Carlo simulations to show that this rule predicts the minimum number of significant digits needed to preserve precision only 46.4% of the time and leads to a loss in precision 53.5% of time. Suggests an alternative…

The study investigated the effectiveness of a constant time delay procedure in teaching multiplication facts to four fifth- and sixth-grade students identified as learning disabled, behavior disordered, or educable mentally retarded. Results indicated that the learning procedure was effective and near errorless. (Author/DB)

Discusses an approach to teaching multiplication that establishes an association between what is learned and what is already known. Notes that this technique recognizes the qualities of a set of facts has in common, applies this knowledge to the grouping of facts, presents a visual illustration of the multiplication table, and offers an…

Presents two writing activities for math class that help students explore contexts for multiplication and write multiplication stories. (SR)

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Describes how, in a one-room country school where "buddy assignments" were common, a second-grade boy helped a third grader to finally understand…

Presents an analysis of young students' development of multiplication and division concepts based on a multimodal Structure of the Observed Learning Outcome (SOLO) model. Describes a SOLO developmental model for multiplication and division in terms of developing structure and associated counting and calculation strategies. Contains 48 references.…

Provides a brief historical explanation of the multiplication sign in mathematics. (ASK)

Presents a study in which 32 Chinese-speaking adults solved single-digit multiplication problems. Chinese adults made more errors that indicated interactions between phonological codes activated at encoding and production of answers as compared to samples of English, French, and Dutch-speaking adults from other studies. Contains 26 references.…