Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

The "positive-negative charge" model is described and demonstrated with all four operations on integers. Its major advantages are that it is both concrete and complete. (MNS)

A short history of the evolution of the calendar is given. Calculations with various time periods are given. (MK)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Discusses various research findings aimed at helping teachers provide a classroom climate which leads students to develop better number sense. Focuses on number and symbol meaning, including number size, place value, and fractions, as well as computation and computational estimation. (MKR)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

The importance of having children manipulate small objects that can be grouped, arranged, and counted is discussed. Learning activities for one-to-one correspondence, numerals, and the four operations are given. (MNS)

A case is made for a comprehensive curriculum that includes strong competencies with not only number ideas and computation, but also with other mathematical topics such as geometry, statistics, probability, and estimation. (MP)

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)