The relation between mathematical achievement in early childhood and future academic success is well established. However, the effect of instruction on mathematical performance is less well-documented and often reliant upon self-report instruction measures and standardized achievement measures. Therefore, this study seeks to use observational data…

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

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)

Presents an issue that arises in every country: How can teachers best help children master basic addition and subtraction facts? Discusses how this is handled in China and highlights the impact that language has on how children think about numbers. (KHR)

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

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…

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 fraction ideas and to emphasize estimation. It was determined that all students possessed a rich store of prior…

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)

Presents a method of teaching two-column addition which the authors argue is based on Piaget's theory and fosters the children's own natural thinking. The method does not use objects such as straws bundled or base-ten blocks. (PK)

An understanding of fraction addition can be thought to involve two quantitative ideas: (1) the understanding that adding to an original quantity increases its size, and (2) a sense of how much increase occurs. Both of these ideas should underlie or inform a child's approach to problems involving fraction addition and thereby constrain the class…

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…

This report illustrates a network of procedures which can be used to solve problems involving the addition and subtraction of fractions. This network, which is based on a skills hierarchy, is used to classify seven levels of student competency. The determination of student competency depends upon the careful construction of error-diagnostic tests.…

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

The purpose of this manual is to present a series of lessons on solving word problems, each focusing on a specific concept. The solving of story problems should be incorporated into the daily mathematics lesson so that children can maintain and increase their skills. The lessons are sequenced according to their complexity. Lessons one through…

The results of an investigation of the development of children's knowledge of addition and subtraction concepts before they start school are detailed. The purpose of the study was to test the predictions of the three-stage model about the distinctions between the last two stages. Twenty-four children participated in the investigation. None of…