After presenting a classroom dialogue typical of a common approach to division problems, the authors use a second dialogue to discuss the "stacking method" of division. (SD)

Recommendations for remediation of 28 distinct common error patterns in arithmetic computation are described. (SD)

On behalf of the Editorial Panel of the "Arithmetic Teacher," the authors outline a concensus concerning the importance of computational skills in the mathematics curriculum. Ten specific points are made concerning the needs of the student, classroom practice, the nature of computational learning, and needed research. (SD)

During a classroom investigation of Goldbach's conjecture a student proposed that every even number is the difference of two primes. A table of values is reproduced here, and the history of this problem is briefly discussed. (SD)

A method of teaching computation of fractions with visual aids is described. (SD)

A series of puzzle-type activities combining arithmetic reasoning and geometric figures is described and illustrated. (SD)

Three worksheets for use in studying triangular, square, and pentagonal numbers are presented. (SD)

Artistic configurations can be built using a rectangular array of points and number concepts or principles. (SD)

The system of International Standard Book Numbers uses a check code based on modular arithmetic. This system, the use of a simple machine to compute check digits, and related classroom activities are described. (SD)

Activity questions based on the prime factorization of numbers can be answered by reference to the lattice structure of factors. (SD)

The results of the first report on the mathematical abilities of 13 and 17 year-olds by the National Assessment of Education Progress (NAEP) are summarized and interpreted. A similar article for elementary school mathematics appears in SE 514 769. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Activities involving set union and intersection, graphing solutions of open sentences, and negation are described. These activities afford students with opportunities for computational practice as well as instruction on equations and inequalities. (SD)

Investigations which employ a search for a number pattern as an approach to solving a geometry problem are discussed. Four problems are presented, with suggestions for testing simple cases, discussion questions, organizing information, and conclusions to be drawn. (MNS)

An algebra class asked: What is the smallest positive integer that is divisible by each integer less than or equal to ten? Students discovered factorials and a solution. Verifying the solution produced a series of numbers. Successive differences between entries, triangular arrays, and successive quotients finally led to Pascal's triangle. (KM)