Many of the difficulties that students have with mathematical symbolism seem to stem from the use of a horizontal form for an equation and a vertical form for computation. The differences between these two forms are discussed. (JT)

A game with dice that can be adapted for use at various levels of understanding is presented. (MS)

The use of a type of magic square as a tool for student drill in the basic operations is emphasized. Methods for constructing "Sneaky Squares" are outlined and the logic behind them explained. The approach is seen as convenient for a variety of basic drill work. (MP)

A finger method for subtraction that has proved successful with many young subtraction-troubled mathematics students is presented. (MP)

A restaurant menu is used to apply mathematics to real situations. A variety of mathematical problems, as well as applications to other content areas, is suggested. (JT)

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)

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)

Examples of four interviews are presented to serve as sample evidence in support of more comprehensive diagnostic procedures in assessing reliably and validly the weaknessess and strengths of learners. The search for computational errors is seen to go beyond standard paper and pencil tests. (Author/MP)

Three alternative methods of finding averages of two numbers are presented. (MP)

An introductory multiplication lesson, used successfully with second graders, is detailed. The method takes advantage of prior knowledge acquired in a geometry unit of study. The lesson is seen to have potential for other grades teaching multiplication for remedial work, and explaining the commutative law. (MP)

The use of pictures in the early instruction of doubles in basic addition is promoted. The process used in the Illinois University Mathematics Learning Clinic is detailed. Doubles are seen to be among the easy facts that children are capable of learning first. (MP)

A meta-analysis of 79 research reports on the effects of calculator use on students' achievement and attitude in grades K-12 was conducted. At all but one grade level, students using calculators maintained or improved their paper-and-pencil skills. Suggestions for the classroom are included. (MNS)

Games for use in practicing rounding numbers and mental computation using tens and hundreds are described. The importance of estimation to computation is discussed. (SD)

Building mathematical sentences is the focus, with worksheets for practice with basic facts and fractions in a problem-solving setting, using logical reasoning. (MNS)