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

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

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)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Activities involving spinners and dice are presented. Making the materials is noted, followed by activities on counting, computation, probability, fractions, and other ideas. (MNS)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

What two teachers found when they took a close look at the results of a sentence-solving test given in grades four and five is reported. Error patterns appeared less frequently after instruction but recurred on retention tests. How students can be helped is suggested. (MNS)

Directions for making a device that parents can use to help children practice basic skills are given. (MK)

The abacus method for instruction on addition, subtraction, and multiplication with integers is explained. How to represent the integers for each operation is detailed with words and illustrations. (MNS)