Some of the problems of learning disabled students which make teaching arithmetic difficult include: symbol-object relationships, reversibility of functions, perceptual deficits, multiplication tables, division tasks, word problems, and place values. Among suggestions for teachers are presenting and setting up problems according to students'…

How multiplication is usually taught in school and how it could be taught are discussed. Development of understanding is illustrated through children's words and work. (MNS)

The purposes of this paper are to present research related to the development of new instructional games (named Survivor's Games), and measure the effectiveness of these games to help students (K-5) master basic fact operations (single-digit additions or factor and single- or double digit sums or products), stimulate the exploration of…

Presented are several variations of a multiplication game which develops probability and statistical concepts while it reinforces students' arithmetic skills. (JP)

Five approaches for teaching multiplication of negative numbers are reviewed. A study comparing the effectiveness of rote, induction, deduction, and modeling approaches found no significant differences. (MP)

Reviews the author's research on students' conceptions of mathematics and suggests ways to overcome or prevent misconceptions. (MP)

Presents a study exploring the effectiveness and efficiency of constant Time Delay and Sequenced Count-By procedures in the teaching of multiplication facts using children (N=43) from grades 3-6 having parents as tutors. Concludes that both procedures were effective. Appendix includes the questionnaire administered to parents and students.…

Explores the five multiplication techniques found in the 12th century Lilavati by Bhaskara, which appear again in the 1494 Summa by Pacioli. Includes a student worksheet. (KHR)

Offers suggestions for presenting multiplication to elementary students at the primary and intermediate levels. At the primary level, the emphasis is on introducing the concept of multiplication; at the intermediate level, the focus is on numeration and place value (using grids and a place value game). (SM)

Pupils progress through a relatively small number of key stages called growth points in numeracy learning. Identifies growth points in developing numeracy and suggests that better support can be offered to children when teachers are aware of the growth points. (ASK)

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

Presented is a paradigm for teaching basic and semibasic arithmetic facts to children with arithmetic difficulties, in which the student progresses from the use of concrete materials such as blocks, to the use of diagrams such as tally marks, to a reasoning process, to responding in an automatic manner. (DLS)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

A description is given of a lesson on two digit multiplication with nine-year olds that utilizes trial and error and partitioning of the problem in a discovery type approach. (MN)