Developing concepts, modeling, and solving problems form the core of essential learning about addition and subtraction. That educators may make the task more difficult than necessary is the thrust of several recent studies. Highlights from these studies (with suggestions for instruction) are presented. (JN)

Discusses ways of teaching integers to children who have a wide range of ability. The strategies involve not only the "right" answer but also such considerations as learning the meaning behind the operators, relating operations with integers to real-world situations, and finding a variety of ways to solve the problems. (JN)

"Math Facts Memory Made Easy" is a program which provides teachers with an effective alternative instructional method and an accompanying curriculum designed to improve students' ability to memorize basic mathematical facts. General information about the program and examples of strategies used are presented. (JN)

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)

Fourth-grade students in Title I mathematics took 40-problem tests to determine types of persistent errors made in addition and subtraction. Tests, administered to 117 students (addition) and 104 students (subtraction), were analyzed for basic fact, random, or procedural errors. Findings are reported and discussed, and recommendations for…

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)