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)

This case study examined the performance of a 13-year-old highly skilled mental calculator on mental multiplication tasks. She solved difficult tasks by using various ingenious calculation methods, including distributing, factoring, and recalling the product directly. Implications for instruction are reported. (Author/RH)

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

An approach to teaching mildly retarded children math skills using finger calculation is discussed. Drills progress from using one to two hands and doing multiplication and division. The appropriateness of finger calculation with children in the sensory motor and preoperational stages of development is noted, and the approach's ability to enhance…

A teacher in a large suburban elementary school in East Tennessee found that her fourth grade students had poor number sense and relied almost solely upon algorithmic procedure to solve math problems. Therefore, mental math was difficult for these students, so the daily number talks method was employed to strengthen number sense. However, no…

Suggests that strategy choice is a misleading characterization of efficient mental calculation and that teaching mental calculation methods as a whole is not conducive to flexibility. Proposes an alternative in which calculation is thought of as an interaction between noticing and knowledge. Presents an associated teaching approach to promote…

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)

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)

This study of 15 pupils (ages 7-10) with severe learning difficulties found that mental age (as measured by the British Picture Vocabulary Scale--a measure of receptive language ability) was correlated with counting performance. The study also found that being able to count accurately did not automatically lead to understanding the principles of…

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

Proposes a framework that identifies the components of number sense and the attributes of students who possess it. Discusses various aspects of three areas where number sense plays a key role: number concepts, operations with numbers, and applications of number and operation. (MDH)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

Presents a historical overview and summary of research conducted on simple arithmetic in the past 20 years. Presents two seemingly different directions in current research, one on the role of working memory in mental arithmetic and one on the possible cognitive consequences of mathematics anxiety. Contains 108 references. (MKR)

Presents a study in which participants were trained on nine single-digit multiplication problems over three sessions. Transfer of practice was tested with nine different multiplication problems in the fourth session for half the participants. Interprets problem-size, transfer, and retention effects within a network-interference model of mental…