The article reviews the development of mathematics error analysis as a means of diagnosing students' cognitive reasoning. Errors specific to addition, subtraction, multiplication, and division are described, and suggestions for remediation are provided. (CL)

A study examined the sociometric relationships in two schools with different structural organization, especially on a diffuseness-centrality dimension. The graded school had diffuseness at all levels, while the nongraded school had greater diffuseness at the lower than upper level. (MSE)

A model of the division algorithm is described which relates step-by-step to the standard algorithm. Use of the model in instruction requires the distribution of a special worksheet. The focus of the instruction is on students sharing some amount of money equally among several friends. (MP)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

Reviews recent trends in grade organization and factors to consider in examining changes at the district level. Cites the lack of empirical evidence supporting any one form of grade organization as a reason for the range of patterns found in American school districts. Offers guidelines for accomplishing grade organization change. (Author/WD)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

The author presents and elaborates on a division algorithm devised by his 9-year-old son. (MK)

A new approach to teaching the division of common fractions is described. The approach is related to the multiplication operation and involves children working with concrete materials. (MK)

The author asserts that, in both the junior high school movement and the more recent middle school movement, the ninth grade was considered expendable. He suggests that it is time to resolve the bothersome questions as to whether the ninth grade belongs in the junior or senior high school. (SJL)

Describes a house, multi-grade-level organization in which six or more educational specialists form a team whose primary concern is fulfilling the scholastic needs of the approximately 120 individual students for whom they share responsibility. (For availability, see EA 507 405.) (Author/IRT)

Lists some ways that sequences were incorporated into mathematics lessons and explains a teacher's observations about the caliber of thinking and questioning that students develop as they learn appropriate ways to use numbers. Provides a number of questions that have been raised by students and the thinking prompted by a discussion of those…

Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

This article discusses the benefits of using a combined model of academic instruction that includes both explicit and strategic instructional procedures for teaching students with mathematics learning disabilities. It presents an overview of division instruction and interventions for teaching division that include explicit and strategic…

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Discusses arithmetic during long-multiplications and long-division. Provides examples in decimal reciprocals for the numbers 1 through 20; connection with divisibility tests; repeating patterns; and a common fallacy on repeating decimals. (YP)