A modified method of regrouping the minuend for subtraction is described. This more flexible method decreases the number of steps in the subtraction process and in checking the regrouping. (SD)

The author taught one group using the traditional subtraction algorithm and one using an equal additions algorithm. Students in the latter group showed greater success than the former. (SD)

A current method of teaching long division using repeated subtraction is analyzed as being an example of a sound mathematical method that falls into disrepute when it results in unnecessary, length calculations. (MP)

Reviews the historical development of subtraction algorithms used in the United States. Discusses different algorithms used and developed throughout history that had a major impact on the way subtraction is taught today. (Contains 22 references.) (ASK)

A concrete approach to subtraction problems with minuends to 19 is presented. (MP)

A six-step method of teaching subtraction by renaming is presented, using money as the learning vehicle. (MP)

Two alternatives are given to the decomposition and equal addition subtraction algorithms. (MK)

Reviews the historical development of subtraction algorithms used in the United States. Indicates that the algorithms used to teach subtraction have not changed much in the last 40 years, but in the late 1800s and early 1900s, different algorithms were developed that had a great impact. Contains 22 references. (DDR)

Analyzes a didactical sequence for the teaching of addition and subtraction procedures and algorithms. Uses didactical procedures by children in problem solving activities in order to gain a better understanding of the interaction between numbers, numeration, and operations knowledge which are involved in the construction of addition and…

Compares methods of subtraction used by children and teachers. Suggests ways to encourage children to invent their own subtraction algorithms. (CCM)

A subtraction algorithm for numbers having several digits is described. The algorithm requires that, for digits in the same place, the smaller is always subtracted from the larger. (SD)

A new subtraction algorithm is described and illustrated. Research by the author has shown the method to be easier for low achievers, as well as useful as enrichment for average students. (SD)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

Described is a case in which a young student stumbles upon the "integer" technique for subtraction which differs from the techniques of decomposition and equal addition. (MN)

Fifty Brazilian children aged seven-13 were individually given addition and subtraction exercises. Counting was the preferred procedure, with use of school-taught algorithms limited. Some children decomposed numbers into tens and units and then worked at both levels. They rarely referred to previous results when doing related exercises. (MNS)