The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

A unit on problems involving large numbers can begin with calculating the amounts of ingredients needed to produce several thousand hamburgers. Other sources of computational problems are described. (SD)

The purpose of this study was to determine whether a process model could be constructed using steps identified from flow charts which accounted for somewhat more variance in predicting the difficulty of two-digit multiplication problems than did a process model developed by Cromer. Cromer's data and variables were used as a starting point. Ten new…

The purpose of this study was to determine whether a process model could be constructed using steps identified from flow charts which accounted for somewhat more variance in predicting the difficulty of two-digit multiplication problems than did a process model developed by Cromer. Cromer's data and variables were used as a starting point. Ten new…