Thirty elementary-level learning-disabled and 30 nondisabled students were trained on addition using either a drill-and-practice task within an arcade gamelike context or a straightforward drill. The straightforward drill was more effective than the game format for learning-disabled students. (Author/JDD)

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

Summarized are the findings from five studies carried out in Australia in 1979-80. First was a cross-sectional survey designed to determine the memory capacity of a population of children in grades 1-3. The second study investigated performance differences on a variety of mathematically related developmental tasks for the same group. Data from…

This study investigated the effects of the nature of the algorithm, reinforcement, and level of problem difficulty on the ability of fourth graders to solve addition problems as measured by the number of problems correctly solved and the number of columns attempted. Subjects were selected for high scores on a test of basic addition facts; only…

Ten nursery school children who knew how to count but were unacquainted with arithmetic were taught a simple algorithm for solving single-digit addition problems and were then given extended practice. The reaction time on the final block of extended practice suggested that subjects had invented a more efficient procedure to replace the original…

The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

Students who can compute mathematical problems in their heads have learned a skill that is important for estimating and for understanding the number system. Practice activities that can help students master mental computation skills are described. (PP)

A different method of teaching students the basic addition facts is presented. If a child is able to conserve quantity, then the organized program designed to aid in the memorization of facts is possible. (MP)

Reviewed is research regarding multidigit addition and subtraction which may be used to question the organization and placement of topics in curriculum materials. Discussed are issues surrounding multidigit addition and subtraction, and the linguistic and cultural disadvantages in constructing units of 10 experienced by children in the United…

Chapters 5 through 10 of a 14-chapter, three-volume work on arithmetical applications are contained in this document. Each chapter details the "use classes" of one broad arithmetical concept. (A "use class" of a concept is a set of examples of real world uses of the concept which share a common structure). Each chapter…

This study documented the spontaneously derived strategies that children use which may play a key role in the transition from counting to recall of number facts. For these strategies, the child uses a small set of known number facts to derive the solution to unknown number facts. How training in the use of derived strategies influences the…

Four 2nd-grade students completed addition problems on a computer, using video games as reinforcers. Two variable ratio schedules of reinforcement failed to increase student accuracy or the rate of correct responses. In a no-games reinforcement condition, students had more opportunities to respond and had a greater number of correct answers.…

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

This book contains a collection of addition and subtraction lessons that support curriculum and instruction. The activities are rich with child-friendly contexts that are fun and engaging and give students opportunities to gain computational skills while developing their own confidence in and enjoyment of mathematics. Three elements are regarded…