Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

In this study, third- and fourth-grade pupils were tested to see if they could consistently distinguish between measurement and partition division word problems and to observe their patterns of preference. Both before and after instruction, significant proportions of the students could distinguish the two division situations. (MNS)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

Presents a problem solving strategy developed by a second grade student that goes beyond modeling an intuitive or informal interpretation of an operation to solve division problems. Concludes that good teaching should build on pupil's existing preinstruction knowledge and recognize a pupil's attempts at creative solutions. (MDH)

Presents educational games to promote mathematical reasoning and problem solving in the primary grades. Children take charge of their learning and create exciting challenges for one another. (ASK)

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…

A one-to-one teaching session with a student is described and analyzed in an attempt to communicate how student attempts at discovery in mathematics can be thwarted by teachers who do not allow room for creativity. (MP)

Investigates children's behaviors and conceptual achievements in the transition from informal calculation strategies to a written division algorithm. Describes five different strategies observed in the solution of division problems. Discusses the implications of the children's behavior. (YP)

This book is one in a series of teacher resource books developed to: (1) rescue students from the clutches of computers that drill and control; and (2) supply teachers with computer activities compatible with a mathematics program that emphasizes investigation, problem solving, creativity, and hypothesis making and testing. This is not a book…

Mathematical problems associated with computing the proper apportionment of Representatives to the United States Congress are reviewed. (MP)

Presents an instructional strategy for teaching how to solve word problems and understand the operations involved. Describes the acquisition method of the part-whole relationships of problem situations. Provides some samples of the instructional strategy used and classroom test results. Lists nine references. (YP)