First-grade children mastered 72 of 100 addition facts by the middle of the grade, with mastery being defined as a two-second response to a given addition fact. A sequence of activities is presented that serves as an outline of the approach taken. (JN)

Investigated use of the bus context (boarding/leaving a bus) for introducing addition and subtraction in the first grade, as well as other contexts. Indicates that these contexts influence the use of numbers and operations and that they be taught separately before comparisons are made. Also outlines misconceptions related to bus-numbers. (JN)

This manipulative model using counters involves balancing the number of counters on either side of the equals sign. (MP)

Data were collected in the problem representations and solution strategies of 30 first graders who were given a series of simple addition and subtraction word problems. The children were interviewed three times during the school year. The influence of problem structure on children's solution strategies appears more extensive and decisive than that…

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)

Findings from a study with first-grade children on addition and subtraction help make a case for a conceptual rather than a mechanized approach to the operations. How base ten blocks were used in the program is illustrated. (MNS)

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)

Discusses developmentally appropriate activities for teaching counting skills for kindergarten and early first-grade programs. Describes four activities: (1) counting on; (2) counting back; (3) auditory patterning; and (4) visual patterning based on the 10-frame. (YP)

Discusses ways to incorporate language into the teaching of mathematics and involve students more fully in mathematical processes. Describes classroom teaching practice with and without writing. Lists 11 references. (YP)

In the foreword to this book, Inhelder states that its essential contribution is that "it transposed to actual reality Piaget's central epistemological thesis according to which mathematical thought is, from its most elementary manifestations, the product of the subject's activity that he characterized by the term 'reflective…

Presents the teaching strategy of having first grade students write their own word problems. Suggests the use of calculators to permit students to create problems with larger, more realistic numbers. Gives examples of student-generated problems and discusses students' attempts to solve the problems. (MDH)

The National Science Foundation funded Calculators and Mathematics Project, Los Angeles (CAMP-LA) developed curriculum materials focused solely on the use of calculators. The project was developed in three stages. The first stage studied the mathematics curriculums from different states and identified topics that are not included but should be if…