The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

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

Three activities and patterns involving the addition table are described, each involving pentagons. (MNS)

Findings from a study with first-grade children on addition and subtraction help make a case for a conceptual rather than a mechanized approach to the operations. How base ten blocks were used in the program is illustrated. (MNS)

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)

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)

A method is presented for helping children make a smooth transition from using manipulative materials to using symbols only in solving multidigit addition problems. (MP)

Directions for making a device that parents can use to help children practice basic skills are given. (MK)

Discusses developmentally appropriate activities for teaching counting skills for kindergarten and early first-grade programs. Describes four activities: (1) counting on; (2) counting back; (3) auditory patterning; and (4) visual patterning based on the 10-frame. (YP)

Provides the instructions to build a homemade calculator that can be used as a reinforcement device to assist primary students in memorizing their addition facts. (MDH)

Chapters 5 through 10 of a 14-chapter, three-volume work on arithmetical applications are contained in this document. Each chapter details the "use classes" of one broad arithmetical concept. (A "use class" of a concept is a set of examples of real world uses of the concept which share a common structure). Each chapter…

This manual is used with MATHBOXES, a computer program written for Apple II microcomputers to help children relate formal mathematical symbols for representing simple word problems to the informal strategies using physical objects that they naturally use to solve them. There is a substantial body of research that documents that young children are…

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…

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

Use of sign language for numerals is used to teach basic facts. Counting is first described, followed by sections on addition and subtraction facts and on reinforcing activities. (MNS)