Procedures using calculators are described for determining the recurring sequence of digits in the decimal representation of numbers of the form 1/n. (MN)

Calculators are a big help in extending classroom activities and this article took a look at how the students of tomorrow might use them. (RK)

The opportunity for students to develop formulas that involve tangent lines to a circle and the Pythagorean Theorem and to use approximation and common sense is provided in a suggested distance-to-horizon problem. (MN)

The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…

The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)

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)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

Estimation of measurements is discussed, with a definition, rationale, strategies, teaching suggestions, and several references. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Results from a study of 485 young children provided evidence that the development of counting skills is an evolving process in which parts of a relatively simple rule are replaced by features that enable the child to perform an increasingly broad range of counting tasks. (Author/BW)

Research on computational estimation is presented. Key processes used by good estimators and characteristics of good estimators are included as well as other research findings. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

The necessity for developing computational estimation procedures has resulted from an increased availability of calculators and microcomputers in the classroom. This article reports on a study of middle school students who were given computational problems to estimate and explain how answers were obtained. Results are discussed. (Author/DF)