Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

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)

Activity sheets and gameboards for basic addition and subtraction practice, regrouping, and estimating are presented. (MP)

A method of using pegboards to illustrate addition of whole numbers is described. (SD)

Reported is a teacher's efforts to introduce mental methods in arithmetic to seven-year-olds over a four-week period. (PK)

A different method of teaching students the basic addition facts is presented. If a child is able to conserve quantity, then the organized program designed to aid in the memorization of facts is possible. (MP)

Eight sixth-grade students received individualized instruction on the addition and subtraction of fractions in a one-to-one setting for 6 weeks. Instruction was specifically designed to build upon the student's prior knowledge of fractions. It was determined that all students possessed a rich store of prior knowledge about parts of wholes in real…

Eight sixth-grade students received individualized instruction on the addition and subtraction of fractions in a one-to-one setting for 6 weeks. Instruction was specifically designed to build upon the student's prior knowledge of fraction ideas and to emphasize estimation. It was determined that all students possessed a rich store of prior…

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

Presents a method of teaching two-column addition which the authors argue is based on Piaget's theory and fosters the children's own natural thinking. The method does not use objects such as straws bundled or base-ten blocks. (PK)

Described are the rules and mathematical development of five games for teaching and practicing addition concepts. (PK)

A suggested outline for a typical week's routine in drilling students is provided. A variety of material is suggested including flash cards, slides, games, and audio tapes. (MP)

This teacher resource material was written from the perspective that it is possible to improve number fact learning in the primary grades, and in remedial situations beyond those years, in ways that: (1) will help children learn all facts; (2) will emphasize the process as well as the answer; and (3) by capitalizing upon natural extensions of…

This evaluation study with 94 elementary students (50 with mild mental handicap) compared computer-assisted instruction (CAI) and paper-and-pencil practices in promoting automatization of basic addition and subtraction skills. Findings suggested CAI was more effective but that the students with mental handicap required more practice than…

In recognition of the fact that young children develop informal number concepts and strategies for solving several basic types of verbal addition and subtraction problems before entering school, but lose this ability after a few years of schooling, the study created and tested an intervention designed to build on the children's early insights. A…