Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

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

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)

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)

A modification to the ancient game of NIM is promoted which can provide a set of games seen as suitable for promoting practice in subtraction and simple strategy formation for a range of pupils in both the primary and secondary grades. The game versions noted are normally for two players. (MP)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

Algorithmic and investigative approaches to mathematics are compared and discussed. Their mutually contradictory spirit is explored. Examples of the application of each method to a mathematics problem are presented. (CW)

Outlined is the "nine complements" method of subtraction. This activity was used by students to generate proofs that explained why the subtraction method worked. Reasoning and inquiry skills are emphasized. Other examples are offered that have been successful in stimulating inquiry. (KR)

Proposed is a way for teachers to distinguish between rich, challenging material that encourages mathematical thinking and material that is unsuitable. Included are multistep problems that encourage a broader understanding of mathematics. (KR)

Described are four classroom activities that may be interspersed into a curriculum or offered as homework. Systematic procedures, alternative strategies, and trial and error are emphasized in these counting exercises. (KR)

Discussed are ways in which students can generalize both quadratic or cubic situations. Generalizations are produced using the factor method, repeated linear generalizations, means of the mean, and through the use of differences. (KR)