An algorithm and sequence which utilizes arrays of entities is proposed for explaining the division of two fractions. (MN)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

Two worksheets are given, outlining algorithms to help students determine the day of the week an event will occur and to find the date for Easter. The activity provides computational practice. A computer program for determining Easter is also included. (MNS)

This article discusses the use of concrete materials as conceptual models which serve as references for later learning of algorithms. (DT)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

A process of teaching fractions is detailed that respects pupil ideas and concept images and builds on these in a way that helps children to develop personal algorithms. This approach is an attempt to get away from perceived one-sided views found in most textbooks. (MP)

The author presents and elaborates on a division algorithm devised by his 9-year-old son. (MK)

An activity is presented which provides a novel approach to number patterns, experience in following an unusual algorithmic procedure, and practice in systematic search techniques and basic facts. (MK)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)

An approach is suggested to the use of sets of practice exercises that is more like the actual use of computation by adults and may be more effective in attaining accuracy and speed. (MP)

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

The purpose of this study was to ascertain whether children in grade 3 who differ in cognitive processing capacity add and subtract differently. The researchers drew upon information from three sources: individual results from a battery of 14 tests, an objective-referenced achievement test measuring a variety of arithmetic skills related to…

Refinements of work with calculator algorithms previously conducted by the author are reported. Work with "chaining" and the doing/undoing property in addition and subtraction was tested with 24 third-grade students. Results indicated the need for further instruction with both ideas. Students were able to manipulate the calculator keyboard, but…