This study, written in French, presents the hierarchy of strategies used by children in solving multiplication and division problems, as they acquire the linear function concept. It is based on analysis of the different classes of problems, of specific tasks, and of strategies actually used in solutions. (MP)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)

Describes three approaches teachers can use to help students understand multiplication and division: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared)…

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)

Numerous studies indicate that performance in solving single step multiplicative word problems is influenced by both problem structure and the types of numbers involved in the problem. For example, including numbers less than one often increases the difficulty of a problem. What remains unclear is how problem structure and number type interact in…

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…

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

Certain properties of lenses provide a physical model of the mathematical concepts of multiplication of integral numbers and of similarity transformations in geometry. Further, they can provide a realistic concrete representation for rules governing multiplication of signed numbers. Suggestions for problems and classroom demonstrations involving…

An unusual way of using the long multiplication algorithm to solve problems is presented. It is conceptually harder, since it involves negative numbers but is easier to perform once mastered, since the size of the multiplication table required is smaller than the standard one. (MP)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)