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

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…

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)

Several subtraction algorithms are analyzed to see if they involve borrowing. The main focus is on an analysis of a procedure called the residue method. The operational arithmetic which underlies the symbolic manipulations is examined and conditions where the method does and does not use borrowing are highlighted. (MP)

Five reports from a 2-year study are presented. Frequencies and descriptions of systematic errors in the four algorithms in arithmetic were studied in upper-middle income, regular, and special education classrooms involving 744 children. Children were screened for adequate knowledge of basic facts and for receiving prior instruction on the…

The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)

The author describes a technique for teaching various aspects of the subtraction algorithm (e.g., regrouping, borrowing) by relating them to the use of money. (SD)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

Programing a microcomputer to solve problems in whole-number arithmetic, rather than using the built-in operations of the computer, is described. Not only useful, it also enhances important mathematical concepts and is adaptable to a range of student abilities. (MNS)

A teaching sequence providing a smooth transition from concrete materials to the subtraction algorithm is presented. (MP)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)