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 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)

Presents an approach for teaching the multiplication of fractions by helping students build a foundation on the basis of their informal knowledge. Suggests some action research ideas for teachers to try in their classrooms. (ASK)

Discussed is the topic of least common multiple (LCM), a rationale for its importance, and suggestions for when and how to teach it. (RH)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Children use acquired knowledge as they learn basic multiplication facts. If informal thinking strategies are stressed, the border between "figuring out" and "knowing by heart" gradually disappears. Children will acquire a flexible mental structure of multiplication facts instead of a collection of rules. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

For special education teachers dealing with slow learners or learning disabled students, the paper describes teacher-made diagnostic tasks and settings for addition, subtraction, multiplication and division. Remediation techniques and strategies for common error patterns and misunderstandings are discussed for each of the major parts of the…

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

A method of teaching multiplication facts to remedial students using fingers and an alternate geometric proof developed by students are suggested. (MK)

Six activities useful in developing the idea of prime factorization are described. Some of these activities are best done with a calculator. (MK)