The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

Considerations of the history of similar techniques and the structure of the method itself are used to discuss this question. (MP)

A discussion is given of a method of finger reckoning in which the numbers one through ten are represented by one's fingers. (MP)

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

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)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

The use of different colored quizzes for different skill levels is suggested as an aid for motivation in a mastery learning setting. (MP)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

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

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)