Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Describes ways of finding the answer to a problem for the possible sum of the three-digit numbers without using the same number repeatedly. Describes the classroom applications of the problem. Provides a computer program to obtain the solutions of the problem. (YP)

Compares two approaches to the teaching of mathematics, rote versus reasoning. Discusses the way to teach mathematics as reasoning in elementary classroom as stated in the NCTM Standards. (YP)

Presents an easy method for constructing magic squares from three-by-three to general squares. Provides a computer program generating odd-order magic squares. Six references are listed. (YP)

Describes a model for teaching early algebraic concepts using manipulative materials for elementary school students. Presents a rationale for the model. Provides activities for solving algebraic equations using envelopes and counters. (YP)