Significant differences were found favoring skill-deficient second-graders (N=10) provided with repeated preteaching trials on a selected component skill of a subtraction algorithm before they worked the entire algorithm over students (N=10) who, from the beginning of training, received systematic instruction on working the entire algorithm.…

A drill-and-practice game called "Digits Delight"; the story of Parabella (and Hyp and Elli); and a method for finding inverse functions, using Rubik's cube and algebra, are included. (MNS)

Children use acquired knowledge as they learn basic multiplication facts. If informal thinking strategies are stressed, the border between "figuring out" and "knowing by heart" gradually disappears. Children will acquire a flexible mental structure of multiplication facts instead of a collection of rules. (MNS)

Indicates how thinking strategies help children learn the basic facts for whole numbers, listing several strategies involved in addition, subtraction, multiplication, and division. Also lists books and articles for illustrations of the strategies and how to teach them, and two sources for research findings on thinking strategies for basic facts.…

Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)

A model for directed numbers, using a sentry moving along the number line, is described. (MNS)

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

Tests 107 kindergarten and first grade children to study the order-irrelevance principle. Willingness to arbitrarily assign tags is a developmentally less sophisticated ability than--and hence does not necessarily imply--an ability to predict that differently ordered counts produce the same cardinal designation. (Author)

A program is given which offers students a chance to practice mental computation and judge the effects of various rules for formating output. (MNS)

Practice in adding single digits is provided by puzzles called Totalines. The Magic Pentagram and Hexagram and the Distance Chart extend the addition practice. (MNS)

A collection of games and puzzles that teachers can use to replace or supplement the usual textbook subtraction examples involving large numbers is given. Most of the nine activities are self-checking. (MNS)

Ways in which classroom calculators enriched, supplemented, supported, and motivated the regular sixth-grade mathematics program are discussed. (DT)

This article describes a college-level remedial mathematics course in which students were required to use calculators. (DT)