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

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

Helping teachers to build a strong bridge from concrete experiences to algorithms is the focus. A detailed sequence of activities is described. (MN)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

Problems based on shopping experiences are presented on two posters. Children practice estimation and computation with addition and subtraction. (MNS)

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)

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…

Described is a procedure for teaching children to learn to count on with finger patterns after they have learned to count with objects. The technique has been found to be successful with children of all ability levels at grades one and two. (RH)

Presents results from an Australian study examining whether children who use cognitive strategies in solving simple addition questions develop greater proficiency in addition than children who do not use such strategies. Describes the subjects, instruments, procedure, and instructional treatment. Concludes that the development of cognitive…

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)

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