Recent research has provided a reasonably coherent picture of how children learn to add and subtract. There is clear evidence that children do not learn simply by mastering a procedure and storing in memory. Instead, learning is structured in meaningful ways, connected to previous knowledge, and adapted to new contexts. This view of learning has…

Discovering 3 by 3 magic squares, using numbers 1 through 9, is presented as a learning activity on three different levels. (MP)

Helping teachers to build a strong bridge from concrete experiences to algorithms is the focus. A detailed sequence of activities is described. (MN)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

Provides four pages of practice problems covering the skills of multiplication, addition, and subtraction. Follows the premise that many arithmetic operations be done in working toward a solution. The sheets could be photocopied as worksheets or handouts. (JM)

Deriving all Pythagorean triples from simple patterns within an addition table is presented, with formulas included. (MNS)

Problems based on shopping experiences are presented on two posters. Children practice estimation and computation with addition and subtraction. (MNS)

An activity is presented which uses the automobile odometer as a means of strengthening pupils' understanding of the addition algorithm with particular emphasis on the concepts of place value and renaming. Directions for three classroom games to be used as supplemental activities also are included. (DT)

This guide contains classroom-tested problems designed to introduce and reinforce mathematical concepts in a quick, "fun" way. Activities emphasize the logic and reasoning skills needed to build a strong foundation in mathematics. The problems are thinking activities and require only elementary level mathematics skills. Activities are…

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)

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)

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

A "flipping" clown figure can be used on a number line to help students conceptualize operations using negative numbers. (SJL)

Presented are the results of two pilot studies about multidigit addition and subtraction. The results are discussed in relation to possible alternative sequences in the teaching of addition and subtraction and the relationship between basic fact mastery and numeration concept attainment. (CW)

Introduces the whole number machine and describes its use as an odometer in an addition game. Presents an activity in which students learn mathematics while they fly across the globe. (Contains 12 references.) (ASK)