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)

Describes a finger pattern method for teaching subtraction. It is suggested that the method has several advantages over the usual methods children adopt. (PK)

The article describes the process of teaching abacus to moderately retarded blind students as a means of developing concepts of numbers, addition and subtraction, and money values. (Author)

Presents student comments as they explain their mathematical reasoning and thinking about place value in addition and subtraction. (ASK)

Discusses three methods to teach the order of operations to middle school students: (1) asking students to fill in operations in a statement to obtain a given answer; (2) using mnemonics to remember operation order; and (3) having students discover the logic system used by their calculators. (MDH)

This article describes the instructional efforts and success of two first grade teachers who cooperated in a year-long subtraction study with a university research team. Performance profiles of students in the experimental and control groups are presented, and implications for teaching are discussed. (PK)

Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…

This paper presents an examination of the construction of logic in multidigit subtraction. Interviews were conducted with 90 grade 2 and grade 3 students to determine whether they understood the logic of borrowing and whether the construction of the logic was related to procedural expertise or corresponding conceptual knowledge. Of 34 students…

This teacher resource material was written from the perspective that it is possible to improve number fact learning in the primary grades, and in remedial situations beyond those years, in ways that: (1) will help children learn all facts; (2) will emphasize the process as well as the answer; and (3) by capitalizing upon natural extensions of…