Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

Presents a problem introducing pupils to the ideas of consecutive and integer while practicing addition. Investigates the overall pattern of results with regard to formulating some general results, considers the algebra of the problem, and suggests proofs of why some numbers can and others cannot be formulated in this way. (ASK)

Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

Indicates that there has been a lot of work done and that a great deal needs to be done in the future to explore the world of children's early number. Discusses the counting, the use of algorithm, practical mathematics, the use of manipulatives, individual differences and pedagogical concerns, and classroom applications. Contains 18 references.…

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

Presents a game in which students are told to say 'Fizz' on multiples of two and 'Buzz' on multiples of three while the teacher proceeds to count upward by one. (ASK)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

A brief account of the controversial arrival of the use of the electronic calculator in schools and examinations in Scotland is given along with suggestions for future calculator usage. (MN)

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)

Samples of children in English secondary schools were given a test on integers, as part of the investigation into children's understanding of mathematics undertaken by the Concepts in Secondary Mathematics and Science (CSMS) project. This is a brief report of the performance of the third-year children. (Author/MK)

Ten examples of when the sequences of key presses given in calculator instruction booklets are either inefficient or lead to an incorrect answer are given. (MNS)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)