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

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

A study of activities in mental computation and in paper and pencil enrichment activities for sixth graders showed that both treatments produced increases in achievement test scores. Examples of both types of activities used are included. (DT)

Two mental algorithms, one for addition and one for subtraction, are described. It is felt such algorithms should be taught explicitly. The usual process taught for paper and pencil is seen to inhibit mental arithmetic, and a need to include mental algorithms in the regular mathematics curriculum is promoted. (MP)

Games for use in practicing rounding numbers and mental computation using tens and hundreds are described. The importance of estimation to computation is discussed. (SD)

Presented is a method of teaching adding and subtracting as an interrelated series of patterns using a number line. Examples of the use of this method as well as the materials necessary are discussed. Applications of the method to multiplication and division are given. (CW)

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

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

A discussion of the check of nines for the four arithmetic operations is given along with an explanation of why it works. (MP)

Discussed is the need to rethink computation in terms of what is critical, how computation is taught, and what constitutes computation. (MNS)

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)

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

The "positive-negative charge" model is described and demonstrated with all four operations on integers. Its major advantages are that it is both concrete and complete. (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)