Doing (addition and multiplication) and undoing (subtraction and division) are illustrated through drawings and sentences. Combinations of operations are also included. (MNS)

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Presents five activities focusing on mental computation and estimation for the K-3, 3-5, 4-6, and 6-8 grade levels that require the student, acting as a judge, to review solutions to problems and to pronounce and justify a verdict. Provides suggested materials, questions, possible extensions, answers, and worksheets for each activity. (MDH)

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)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (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)

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 importance of having children manipulate small objects that can be grouped, arranged, and counted is discussed. Learning activities for one-to-one correspondence, numerals, and the four operations are given. (MNS)

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

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)

Front-end estimation is discussed, with several examples, teaching tips, testing tips, and some references on research and additional activities. (MNS)