Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (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)

Examples from almanacs are used to provide real-life problems that involve estimating, computing, and thinking. (MP)

It is argued that number sense develops through meaningful, purposeful activities involving calculating, measuring, and estimating. Understandings that must be developed with each are discussed. More emphasis needs to be placed on thinking about the various procedures that can be used to solve problems and on interpreting the answers. (MNS)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

Establishing and maintaining the desirable kind of balance between meaning and computational competence is the subject of this reprint from a 1956 issue of the journal. Sources of the dilemma and suggestions for solution are discussed. (MNS)

Describes a finger pattern method for teaching subtraction. It is suggested that the method has several advantages over the usual methods children adopt. (PK)

Activities to develop counting skills are given. (MK)

The author suggests that, through using the outlined question model and suggested classroom activities, elementary students will improve their abilities to analyze routine, one-step word problems and make a plan for the solution. It is further argued that the same algorithm can be applied to multistep problems by using specified questions. (PK)

This article describes the instructional efforts and success of two first grade teachers who cooperated in a year-long subtraction study with a university research team. Performance profiles of students in the experimental and control groups are presented, and implications for teaching are discussed. (PK)