A distinction is made between an algorithm and the justification for the algorithm. Examples of both are given for the operations with whole numbers. (DT)

Two alternatives are given to the decomposition and equal addition subtraction algorithms. (MK)

Suggestions are given for teaching flowcharting at the elementary school level. A short list of sources for free materials on computers is included. (DT)

A subtraction algorithm for numbers having several digits is described. The algorithm requires that, for digits in the same place, the smaller is always subtracted from the larger. (SD)

A new subtraction algorithm is described and illustrated. Research by the author has shown the method to be easier for low achievers, as well as useful as enrichment for average students. (SD)

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

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)

Speed and accuracy in adding a colunm of one addend numbers directly down a column was compared to adding by looking for combinations which add to ten. Ninety-two fourth-grade subjects learned one of these two methods for one week and then learned the other method the following week. Using timed tests after each treatment, it was found that the…

The purpose of this study was to determine differences in achievement of fifth-grade students in 16 classes taught two of four mathematical algorithms by one of four instructional strategies. Computational skills and ability to extend the algorithm were tested. The instructional strategies were: pattern, algebraic, pattern followed by…

This study investigated two methods used to teach multidigit multiplication to fourth-grade students: the lattice method and the distributive method. Classes from four schools were randomly assigned so that the two treatment groups contained two each or urban, rural and inner city classrooms. A series of 15 lessons was prepared for each treatment…

Individual fifth grade classrooms in five schools of differing socioeconomic levels were used in a study to analyze the reaction of the school to the experimental format, the adequacy of the test instrument, and the differential effects of the experimental treatments. Students were instructed in one of two experimental addition algorithms,…

This guide continues instruction of the three guides in SE 012 723 and of the two guides included in SE 012 724. Counting skills, appreciation of pattern and order, and understanding of place value are extended to numbers up to one million, and the associative, commutative and distributive laws are made explicit. Manipulation of equations is…

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

Described is a case in which a young student stumbles upon the "integer" technique for subtraction which differs from the techniques of decomposition and equal addition. (MN)