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)

Determined whether 11 third-grade children, differing in cognitive processing capacity, solve addition and subtraction word problems differently. Results, among others, show that children who differ in cognitive processing capacity also differ in strategies they use to solve the same verbal problems and differ in their success in finding correct…

Described is a study in which three instructional approaches were applied in second grade classes. Discussed are proportional materials, nonproportional materials, nonproportional materials with pictorial models. Findings, results, and recommendations are presented. (CW)

This paper describes the various procedures associated with the individual interviews that are part of the data gathering processes of the Coordinated Study being carried out by the Mathematics Work Group of the Wisconsin Research and Development Center for Individualized Schooling. The first major section describes the six basic verbal addition…

Most of the research on mathematical and scientific thinking has been concerned with uncovering knowledge structures and reasoning processes in people of different levels of competence. How these structures and processes are acquired has only recently become a major concern. Thus, some of the major research on mathematical and scientific thinking…

Findings from five related studies carried out in Tasmania, Australia in 1979-80 are summarized. The first study attempted to determine the memory capacity of a cross-sectional population of children aged 4-7, while the second study was designed to portray differences on a variety of mathematically related developmental tasks for the same…

Recent research on solving addition and subtraction word problems has resulted in the construction of theoretical models of children's problem-solving processes. Some of these models have been translated into computer programs. Characteristics and predictions of the theoretical analysis developed by Riley, Greeno, and Heller (1983) are discussed…

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…

Three studies on the development of number concepts (counting, addition, subtraction, and place value) in seven- to nine-year-olds considered low attainers in mathematics were conducted. The search for a descriptive framework, the development of a diagnostic assessment instrument, and a longitudinal study are reported. (MNS)

This study used knowledge derived from classroom-based research on teaching and laboratory-based research on children's learning to improve teachers' classroom instruction and students' achievement. Twenty first-grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied findings on…

Limitations of the retrieval strategy dimension of Siegler's (1982, 1984) distributions-of-associations model of young children's estimation of sums are delineated, an alternative model is described, and findings of two studies designed to test key assumptions of the models are reported. In Study 1, kindergarten children with normal IQ and no…

Most studies of children's solution processes on simple addition and subtraction word problems have used individual interviews or the analysis of error patterns on paper-and-pencil tests as the primary data-gathering techniques. The present paper reports an investigation in which the contribution of eye-movement data was explored for studying…

This issue contains abstracts and critical comments for 11 published reports of research in mathematics education. The reports are concerned with: (1) the development of counting strategies; (2) a structural model for mathematics achievement for men and women; (3) teaching children to subtract by counting up; (4) teaching children to add using…

The study investigated which addition facts children and preservice teachers view as being difficult, whether it is possible to determine facts which are difficult for all children, and whether children and adults agree on which facts are difficult. Results indicated that children and adults disagree about the difficulty of facts. (PK)

Whole-class peer tutoring programs have been found by some to be an effective way of providing students with a one-to-one instructional setting. This document reports on a study in which a peer tutoring program on mathematics fact acquisition was assessed using a second grade classroom consisting of 21 learners who possessed below average…