What mental computation and estimation are, what is known from research about each process, and what can help students develop these skills are discussed. (MNS)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Front-end estimation is discussed, with several examples, teaching tips, testing tips, and some references on research and additional activities. (MNS)

The focus is on suggestions for teaching rounding wisely as an estimation strategy. (MNS)

Fourth grade students participated in mental arithmetic activities for eight weeks. Posttests revealed that the experimental group performed significantly higher than the control group on arithmetic problem solving and arithmetic computation. Females appeared to benefit more from the instructional program than males. (KS)

Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

Ideas are given on how to teach children to make estimates in measurement. (MNS)

After summing up the current status related to estimation and mental computation, what needs to be done to promote increased instruction on these topics is discussed. (MNS)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Activities on estimation and mental computation are presented. Patterns on a hundred chart, an amazing fact, teaching and testing tips, and other references are included. (MNS)

Use of compatible numbers resulting in easy mental computations is described, along with related teaching and testing tips. (MNS)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

This paper describes how one group of students developed personally meaningful ways to reason mathematically within the context of measurement. Episodes taken from a first grade classroom in which a 4-month teaching experiment was conducted are presented. One of the goals of the teaching experiment was to develop instructional sequences designed…

Two mental algorithms, one for addition and one for subtraction, are described. It is felt such algorithms should be taught explicitly. The usual process taught for paper and pencil is seen to inhibit mental arithmetic, and a need to include mental algorithms in the regular mathematics curriculum is promoted. (MP)