Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

Several activities are suggested in which children practice computation as a purposeful part of that activity. (DT)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

Presents a game in which students are told to say 'Fizz' on multiples of two and 'Buzz' on multiples of three while the teacher proceeds to count upward by one. (ASK)

Practice in adding single digits is provided by puzzles called Totalines. The Magic Pentagram and Hexagram and the Distance Chart extend the addition practice. (MNS)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)

Ten examples of when the sequences of key presses given in calculator instruction booklets are either inefficient or lead to an incorrect answer are given. (MNS)

This is a preliminary report on research into computational errors made by six- and seven-year-olds. (Author/MK)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

Problems in three contexts requiring the same computations were given to 34 students to test the hypothesis that students who could perform computations in mathematics problems were frequently unable to do them in other contexts. Results indicated that there were random (careless) errors in all contexts. (SD)