Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

Three male and three female fourth grade learning disabled students received microcomputer assisted instruction in multiplication. Results indicated that about 12 days' computer drill yielded mean gains of 4.7 and 6.1 facts per minute for girls and boys, respectively. Results suggested transfer of learning to conventional paper-and-pencil tasks.…

Presents activities designed to help children understand the notion of a sample in a homogeneous group, a concept essential to understanding "R times E" problems. Underscores the importance of children's understanding the situation in a problem so that they can solve it. (JN)

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

A learning disabled student was drilled on multiplication facts, with records of his performance used to help him reach mastery. A sequence in which the 0 facts, 1 facts, etc., are taught is used. (MNS)

This publication contains the conference proceedings of the New Zealand Council for Educational Research's (NZCER) mathematics seminar in 1998. Practical insights are offered into topics such as Maori students' participation and performance in mathematics, a conceptual development for multiplication using thinking strategies, practical processes…

This textbook is a course in elementary arithmetic. It stresses mental as well as written exercises. Addition and subtraction are first presented together, and later multiplication and division.

The observations of a five-year-old girl about the mutliplication tables are presented. The results are compared to structures in modern algebra. The incident is suggested as an example of Bruner's hypothesis: Any subject can be taught effectively in some intellectually honest form to any child at any stage of development. (LS)

Utilizes two interpretations for the positive and negative signs to demonstrate how multiplication and division involving negative numbers can be represented and their inverse nature illustrated. (RP)

The authors suggest how the patterns in the digits in the multiplication tables may be exploited in the classroom. (MM)