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)

The appropriateness of existing instructional materials for three calculators designed for use by the visually impaired was assessed with 15 blind and partially sighted Ss (15-21 years old). (Author/SBH)

This paper reports the teacher actions that promoted the development of students' mental computation. A Year 3 teacher engaged her class in developing mental computation strategies over a ten-week period. Two overarching issues that appeared to support learning were establishing connections and encouraging strategic thinking. (Contains 2 figures.)…

The "Everyday Learning" series has been developed to focus attention on the everyday ways in which children can be supported in their growth and development. It is for all those who are involved in children's development and learning, including people caring for young children in their own or others' homes, such as parents, grandparents…

Efforts to develop a mathematics curriculum that meets the needs of a modern society are reflected in reform recommendations across the developed world. A common requirement is for students to understand the calculation procedures they are taught and to develop "number sense". This paper will analyse students' strategies for calculating…

This unit of study walks early elementary students through the basics of counting and using the smallest U.S. coin denominations (penny, nickel, and dime). The unit provides keywords; recommends subject areas and approximate length of time; poses an essential question or problem; provides a unit introduction; outlines five individual lessons ((1)…

This document presents information on open learning environments in Adult Basic Education in The Netherlands. It focuses on the role of teacher, tutorial, progress, and evaluation methods. Several task groups address the four dimensions in a learning environment: accommodation, time, infrastructural, and social psychological. Through independent…