Communities across the country are grappling with different approaches to improving their schools. Introducing or expanding charter schools is one of the approaches that states and school districts have considered or implemented. Charter schools serve more than 5 percent of public school students nationwide and make up close to 7 percent of all…

Presented is a model for teaching elementary students how to associate place names with their referents on a map. The model has six steps: motivate, demonstrate, mnemonic devices, practice, test, and review. Described is a sample lesson for teaching about western states. (RM)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

Fifty-five children's books that can enhance the study of international or global education are cited in this annotated bibliography. Dates of publication range from 1960 to 1980. Preceding the bibliography is a brief summary of the Follett textbook units which this bibliography is designed to supplement, as well as a review of the basic Follett…

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

The effectiveness of a modeling technique on the acquisition of long division was demonstrated with eight middle school learning-disabled students. The intervention included demonstration, imitation, and key guide words. (Author/DB)

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

Graphing activities appropriate for grade levels K-8 are outlined and worksheets given. Topics involved include classifying, bar graphs, remainders from a series of divisions, and the greatest common factor of two numbers. (MP)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

An activity is described which can be used to introduce students to the general divisibility test for nine. (JP)

Mission: Division, to be used either as a game or as a classroom activity, stresses the steps of the long division algorithm. (JT)