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)

Students who can compute mathematical problems in their heads have learned a skill that is important for estimating and for understanding the number system. Practice activities that can help students master mental computation skills are described. (PP)

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)

Traditional methods of teaching addition include algorithms that involve right-to-left procedures. This article describes efficient procedures for left-to-right addition and subtraction involving computation and computational estimation that reflect children's natural behaviors observed during activities with unifix cubes. (MDH)

Six easy-to-learn strategies are offered to help students with learning problems in mathematics make error-free subtraction calculations when either the subtrahend or remainder is a 9, 8, or 7 and when the minuend is in the teens. (CB)

Presents five activities focusing on mental computation and estimation for the K-3, 3-5, 4-6, and 6-8 grade levels that require the student, acting as a judge, to review solutions to problems and to pronounce and justify a verdict. Provides suggested materials, questions, possible extensions, answers, and worksheets for each activity. (MDH)

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

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

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)

A collection of games and puzzles that teachers can use to replace or supplement the usual textbook subtraction examples involving large numbers is given. Most of the nine activities are self-checking. (MNS)

Several subtraction algorithms are analyzed to see if they involve borrowing. The main focus is on an analysis of a procedure called the residue method. The operational arithmetic which underlies the symbolic manipulations is examined and conditions where the method does and does not use borrowing are highlighted. (MP)

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

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)