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)

The principle of the permanence of the rules of calculation is contrasted with the concretization permanence principle. Both apply to situations where some arithmetical operation known to children for numbers of a certain kind is to be extended to include further numbers. (MNS)

This booklet presents 10 easy fun tips for parents to help their children build self-confidence by making them aware of the mathematics all around. These 10 activities were developed to help children master basic math skills, see the relationship between math and everyday activities, and school learning. (ASK)

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

This paper is divided into three parts. Part I connects the reality of the classroom with the idealism which arises from some of the problem solving literature. It is argued that a broader concept of problem solving is needed to provide a perspective for bridging the gap between the conceptions of problem solving in the literature and typical…

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)

This guide was developed by the Albany area schools in recognition of the different needs, learning rates, and abilities of students. Three major areas of mathematics (computational skills and concepts, problem solving, and measurement) are included. A master list of competencies and performance indicators is given, as well as a list of…

Guidelines that were prepared for use in curriculum development efforts by schools and districts throughout the state of Washington are presented in this document. The philosophy of mathematics education reflected in these guidelines is presented, as are a discussion of areas to be addressed if needed improvements in the K-8 mathematics program…