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Putra, Zetra Hainul; Darmawijoyo; Putri, Ratu Ilma Indra; den Hertog, Jaap – Indonesian Mathematical Society Journal on Mathematics Education, 2011
Knowing number facts up to 10 become crucial if we want students to solve addition and subtraction problems using more abbreviated strategies. Otherwise, students will keep counting one-by-one until they get an answer. One of important number facts is number pairs that make ten because it is an important "benchmark" that students will…
Descriptors: Foreign Countries, Grade 1, Mathematics Instruction, Mathematics Activities
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Murphy, Carol – British Educational Research Journal, 2011
Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed…
Descriptors: Mental Computation, Foreign Countries, Arithmetic, Educational Strategies
Basic Skills Agency, London (England). – 1997
An international numeracy scale compared how well adults in seven countries--the United Kingdom, France, Netherlands, Sweden, Japan, Australia, and Denmark--handled some basic tasks involving numbers. The questionnaire comprised a set of 12 numeracy tasks that respondents were asked to complete using pen and paper. Within each country, the…
Descriptors: Adult Basic Education, Adult Literacy, Arithmetic, Basic Skills
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Klein, Anton S.; Beishuizen, Meindert; Treffers, Adri – Journal for Research in Mathematics Education, 1998
Compares two experimental programs for teaching mental addition and subtraction in the Dutch second grade (N=275). Discusses realistic program design (RPD) and gradual program design (GPD). Concludes that RPD pupils show a more varied use of solution procedures than GPD pupils. Contains 46 references. (Author/ASK)
Descriptors: Addition, Arithmetic, Cognitive Development, Concept Formation