A way to use tongue depressors in a model of multiplication is presented. The original intent was to use the sticks to teach about fractions, but "mistakes" in student responses led to new ideas. It is felt that teachers should use the model in teaching multiplication. (MP)

Students sometimes have difficulty in mathematics because they solve problems mechanically, without understanding the ideas represented by their equations. This brief note provides mathematics instructors with ideas for rectifying this fundamental flaw in students' paradigm of problem solving. (Contains 1 footnote.)

Presents activities to visually explore the algebraic concepts of variable, constant, the distributive property, and combining like terms. Presents four transparencies that use visual models to understand exercises in students perform the same mental calculations on a number of their choice and obtain the same result. (MDH)