In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

The author urges that subtraction be introduced by "taking away" rather than by equal addition; multiplication be first demonstrated in sets; division be understood as sharing; and unit fractions be denoted at first by using the written word for denominator. (MN)

Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

A teacher discusses his attempt to analyze his pupil's difficulties with arithmetic by looking at the component parts of each operation. (MP)

The use of two different colored beans or chips to represent positive and negative charges is discussed as a method of demonstrating operations with integers. (MP)

Four worksheets are designed to provide practice with addition, subtraction, and multiplication of whole numbers and decimals. (JT)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

Suggested activities involving number patterns, using the idea of a number machine." (MM)

This study compared the error patterns of third- and fourth-grade children on addition, subtraction, and multiplication exercises in horizontal and vertical formats. The research design used parallel eight-item tests for each operation; the only difference between items on parallel forms was the formal (horizontal or vertical) of the computational…

This curriculum guide for grades K-6 is the first volume of a two-part series. It is meant to provide an ordered sequence of mathematical concepts from which teachers may organize an arithmetic program allowing for individual student progress with the greatest amount of individual attention. Each topic is arranged into levels based on the topic's…

The Minnesota School Mathematics and Science Teaching (MINNEMAST) Project is characterized by its emphasis on the coordination of mathematics and science in the elementary school curriculum. Units are planned to provide children with activities in which they learn various concepts from both subject areas. Each subject is used to support and…