Factoring puzzles can be used to review computational technique and build readiness for factoring trinomials. (SD)

THE 4TH YEAR SHOULD CONTINUE THE SEQUENTIAL PRESENTATION MATHEMATICAL UNDERSTANDINGS AND RELATIONSHIPS. NEW LEARNINGS SHOULD BE PRESENTED CONCRETELY IN SOCIAL SETTINGS WITHIN THE CHILDREN'S FRAMEWORK OF UNDERSTANDING. GRAPHIC MATERIALS MAY BE USED TO BRIDGE THE UNDERSTANDINGS FROM THE CONCRETE TO THE ABSTRACT LEVEL. THE NUMBER SYSTEM UNIT SHOULD…

Forty-eight first and second graders were taught an algorithm for solving concept-attainment problems. Using a 2 x 2 factorial design, a comparison was made of the effects of (a) reverse versus forward sequencing of instruction and (b) elicited verbalization of the algorithm versus nonverbal practice. Reverse groups outperformed forward groups on…

This monograph focuses on the influence of meaning theory on elementary school mathematics programs and on mathematics instruction. Theories of arithmetic instruction up through 1935 are described, and the philosophy of meaning theory, contributions and discussions by mathematics educators, and applications to actual instruction are delineated for…

Topics covered include alternate methods for finding LCM and GCF, imaginative word problems, and a primes-breakdown method of factoring quadratics. (MP)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

A process of teaching fractions is detailed that respects pupil ideas and concept images and builds on these in a way that helps children to develop personal algorithms. This approach is an attempt to get away from perceived one-sided views found in most textbooks. (MP)

Attention is drawn to an ancient Greek method for finding the least common multiple (LCM) of two numbers. A link is established between this method and a well-known method of obtaining the highest common factor (HCF) numbers. This leads to consideration of some relationships between HCF and LCM. (Author/MK)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)

An approach is suggested to the use of sets of practice exercises that is more like the actual use of computation by adults and may be more effective in attaining accuracy and speed. (MP)

The illustrative method of teaching employed in most undergraduate accounting courses is becoming increasingly burdensome to professors and students due to the rapid proliferation of accounting and auditing professional standards and the increased complexity of the tax law. This teaching method may be near the breaking point in upper division…