Subjects were 73 first-grade children who were heterogeneous ethnically and socioeconomically. The purpose was to evaluate a component-skill analysis of the child's transition from the solution procedure counting-all to the solution procedure counting-on. The results provide a strong case for the proposed componential analysis. (MP)

The purpose of this study was to relate children's cognitive processing capabilities and their grade level to their performance and to the strategies they used when working addition and subtraction problems. From two sets of data which assessed memory capacity and cognitive processing capacities, six groups of children with different cognitive…

This material is designed to examine the research on how children acquire basic addition and subtraction concepts and skills. Two major lines of theories of the development of basic number concepts, called logical concept and quantification skill approaches, are identified. Major recurring issues in the development of early number concepts are…