The authors attempt to determine the effects of the use of direct and "combinations of tens" methods of two column-addition, ability, and grade level as factors in column addition efficiency. (MN)

Suggestions for improving problem-solving skills of first-grade students are made after the results of five studies of addition and subtraction story problems are presented. (JT)

An approach is illustrated that introduces selected models of addition and subtraction to students who have previously learned a model for either operation. (JT)

Presented is an example of how a child adopted an incorrect method for solution to arithmetic sentences. Methods for detecting and correcting this behavior are discussed. (JP)

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)

Two mental algorithms, one for addition and one for subtraction, are described. It is felt such algorithms should be taught explicitly. The usual process taught for paper and pencil is seen to inhibit mental arithmetic, and a need to include mental algorithms in the regular mathematics curriculum is promoted. (MP)

A "flipping" clown figure can be used on a number line to help students conceptualize operations using negative numbers. (SJL)

Presented are the results of two pilot studies about multidigit addition and subtraction. The results are discussed in relation to possible alternative sequences in the teaching of addition and subtraction and the relationship between basic fact mastery and numeration concept attainment. (CW)

Teaching an eight-year-old girl with learning difficulties a more advanced addition strategy through multicomponent self-regulation training and a self-instructional model resulted in more rapid problem solving, fewer learning errors, and the acquisition of even more advanced addition strategies. (SLD)

This book provides regular classroom and special education teachers with alternative, individualized methods of teaching math computation skills. Learning activities are designed to appeal to auditory, visual, and kinesthetic learning modalities. Six mathematics topics addressed include modeling addition and subtraction, basic facts for addition…

Use of low-stress algorithms to reduce the cognitive load on students is advocated. The low-stress algorithm for addition developed by Hutchings is detailed first. Then a variation on the usual algorithm is proposed: adding from left to right, writing the partial sum for each stage. Next, a "quick addition" method for adding fractions proposed by…

The document presents the final report of the Initial Learning in Mainstreaming Project, which developed and tested instructional techniques in 14 specific mathematics skill areas with 429 handicapped and normal elementary school students in Grace and Soda Springs, Idaho. Skill areas included addition facts; subtraction facts; carrying…

Assumptions frequently made about learning disabled children are discussed, with many teaching suggestions provided. (MN)

Practical tips on the teaching of subtraction, addition and subtraction of fractions, and finding the vertex of a parabola are given. (MK)