Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)

Using various aspects of mathematical structure as unifying concepts is stressed. Specific examples are given based on the concept of equivalent fractions and on the addition property of equality. (LS)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Types of errors made by children in addition and subtraction are presented and discussed. Suggestions are given for testing, diagnosing, and prescribing for instruction. (MNS)

Two mental algorithms, one for addition and one for subtraction, are described. It is felt such algorithms should be taught explicitly. The usual process taught for paper and pencil is seen to inhibit mental arithmetic, and a need to include mental algorithms in the regular mathematics curriculum is promoted. (MP)

The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

A method is presented for helping children make a smooth transition from using manipulative materials to using symbols only in solving multidigit addition problems. (MP)

Prior studies indicate that, given time to develop their own algorithms, primary students will process multidigit addition or subtraction problems from left to right. Gives evidence to support that idea, describes methods of getting students to invent their own algorithms, and discusses advantages of child-invented procedures. (21 references) (MDH)

Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)