The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In…

Drawing upon research, theory, classroom and personal experiences, this paper focuses on the development of primary-aged children's computational fluency. It emphasises the critical links between number sense and a child's ability to perform mental and written computation. The case of multi-digit multiplication is used to illustrate these…

This study investigated two methods used to teach multidigit multiplication to fourth-grade students: the lattice method and the distributive method. Classes from four schools were randomly assigned so that the two treatment groups contained two each or urban, rural and inner city classrooms. A series of 15 lessons was prepared for each treatment…

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

Cassette tapes were prepared to provide drill in multiplication facts. Pre-test and post-test scores were recorded. (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)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

Preskills and strategy training were shown to be effective in helping four eight- to nine-year-old learning disabled children acquire basic multiplication and division skills. (Author)

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)

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

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Presents an approach for teaching the multiplication of fractions by helping students build a foundation on the basis of their informal knowledge. Suggests some action research ideas for teachers to try in their classrooms. (ASK)