Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations…

Calculators are fast becoming accepted as needed household appliances. Certainly, children in school now will, as adults, look on calculators as being as necessary to everyday life as telephones. (Author)

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

The importance of having children manipulate small objects that can be grouped, arranged, and counted is discussed. Learning activities for one-to-one correspondence, numerals, and the four operations are given. (MNS)

Activities are provided for calculating speeds of celestial bodies. These focus on how fast earth rotates on its axis, how fast planets travel around the sun, and how fast the solar system is traveling with the Milky Way. (JN)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

A method for computer grading pharmaceutical calculations exams in which students convert their answers into scientific notation and enter their solutions onto a mark sense form is described. A table is generated and then posted listing student identification numbers, exam grades, and which problems were missed. (Author/MLW)

Use of the commutativity, addition-subtraction complement, and N+1 progression principles was studied by interviewing 54 capable pupils in grades 1-3. Commutativity was used extensively at each grade, while the addition-subtraction principle to solve subtraction varied across grades, and the N+1 pattern was seldom used. (MNS)

Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

A community college mathematics course is discussed in terms of type of student, content and goals. Particular attention is given to the role of the calculator in community college remedial mathematics courses. (MK)

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

This study compares a pencil-and-paper drill strategy with a calculator drill strategy in facilitating the learning of multiplication facts. The results suggest pencil-and-paper drill is more effective. (MK)