A study of activities in mental computation and in paper and pencil enrichment activities for sixth graders showed that both treatments produced increases in achievement test scores. Examples of both types of activities used are included. (DT)

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)

Describes two main categories of mental activity used by students in mathematics classes: mental mathematics and mathematical thought. Calls for the continuation of teaching mental mathematics and asks for the inclusion of mathematical thought in the national curricula. (MKR)

The abacus is a calculating tool that has been used in Asia for thousands of years. Mental abacus calculation is a skill in which an abacus image in the mind is used without the actual physical manipulation of the abacus. Using this method, people can perform extremely rapid and accurate mental calculations. Research indicates that abacus training…

To test the theory of mental calibration for mental addition it was hypothesized that the mean reaction time for problems in homogeneous sets will be faster than for problems in heterogeneous sets and that the reaction time was inversely related to ability and development (grade level) and independent of gender. Three sets of 40 addition problems…

Example of magic tricks that can be used as an integral part of various lessons in arithmetic and algebra are given. Their mathematical basis is also discussed. (MNS)

An example of an unrealistic "real world" problem from the National Assessment of Educational Progress highlights a comparison of school and "folk" mathematics. The failures of typical problems taught in school and some suggested remedies are featured. (MP) Aspect of National Assessment (NAEP) dealt with in this document:…

Research on computational estimation and mental computation has received a considerable amount of attention from mathematics educators during the past decade. These proceedings resulted from a meeting to explore dimensions of number sense and its related fields. The participants came from three groups: mathematics educators actively pursuing…

The author describes the structure, content, and standardization of the Stanford Mental Arithmetic Test (SMAT), which was developed at Stanford University from 1973 to 1975. (MN)

Reanalyzes data obtained in 1987 on mental calculation strategies used by 11-year-olds in England, Wales, and Northern Ireland. Classifies mental strategies developed in the past decade in international research. Compares frequency and effectiveness of the strategies used by pupils of different levels of attainment. Discusses basic arithmetic…

Parents have many opportunities every day to develop, nurture, and refine their children's mathematics skills. This pamphlet was designed to help parents become aware of these opportunities and to encourage them to participate in their children's learning process. Estimation is the skill of making a reasonably accurate guess and is prominently…

Research on the structures and processes involved in simple mental arithmetic is reviewed. Results suggest that mental arithmetic is a memory retrieval phenomenon, which develops with the experiences of elementary school and can be understood in general as retrieval from organized network representations. Simple mental addition with basic facts…

Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

The material is designed for pupil practice in: (1) associating numerals with sets of objects and finding sums of two or three numbers; (2) subtracting, one- and two-digit numbers with some regrouping; (3) mental computation using the basic operations; and (4) using combinations of basic operations with whole numbers and decimals. (MP)

Presented is a method of teaching adding and subtracting as an interrelated series of patterns using a number line. Examples of the use of this method as well as the materials necessary are discussed. Applications of the method to multiplication and division are given. (CW)