Pre-service mathematics teachers' content knowledge is an important issue. Therefore, detailed studies are needed to be conducted on mathematical topics. The study examines preservice elementary mathematics teachers' (PEMTs) special content knowledge (SCK) of integer addition and subtraction in the context of using multiple representations,…

Current curriculum initiatives (e.g., National Governors Association Center for Best Practices and Council of Chief State School Officers 2010) advocate that models be used in the mathematics classroom. However, despite their apparent promise, there comes a point when models break, a point in the mathematical problem space where the model cannot,…

There is a call for enabling students to use a range of efficient mental and written strategies when solving addition and subtraction problems. To do so, students should recognise numerical structures and be able to change a problem to an equivalent problem. The purpose of this article is to suggest an activity to facilitate such understanding in…

This essay proposes a reflection on the learning difficulties and teaching approaches associated with arithmetic word problem solving. We question the development of word problem solving skills in the early grades of elementary school. We are trying to revive the discussion because first, the knowledge in question--reversibility of arithmetic…

This paper argues for teaching pre-service teachers about remediation strategies for learners who encounter problems in mathematics in the early grades. The premise is that all teachers should be equipped with theory-based practical knowledge to support learning. A few teaching sessions to develop the concepts that underlie the mathematical…

This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

In a first experiment, adults were asked to solve one-digit additions, subtractions and multiplications. When the sign appeared 150 ms before the operands, addition and subtraction were solved faster than when the sign and the operands appeared simultaneously on screen. This priming effect was not observed for multiplication problems. A second…

This paper is aimed at depicting the quality of functions of some of the aspects of attention in children with mild intellectual disabilities and their influence on the mastering of arithmetic operations, including addition and subtraction. The sample used in this study encompasses 60 pupils, both males and females. The criteria used in the…

Textbooks, like many other resources teachers have at hand, are meant to be an aid for instruction; however there is little research with textbooks or on their potential to develop metacognitive knowledge. Metacognitive knowledge has received substantial attention in the literature, in particular for its relationship with problem-solving in…

Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)

This brief report compares the lessons on addition and subtraction of signed whole numbers in three seventh-grade Japanese mathematics texts and four U.S. mathematics texts. Japanese books contained many more worked-out examples and relevant illustrations, while U.S. books had more irrelevant illustrations and unsolved problems. (SLD)

This report describes TORUS, a computer-based program for elementary school students with learning disabilities which analyzes student work samples in addition and subtraction and provides individual profiles of student misconceptions and weaknesses. Initially, work samples from 236 middle school students with learning disabilities were analyzed…