Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

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

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

Problems based on shopping experiences are presented on two posters. Children practice estimation and computation with addition and subtraction. (MNS)

The use of pictures in the early instruction of doubles in basic addition is promoted. The process used in the Illinois University Mathematics Learning Clinic is detailed. Doubles are seen to be among the easy facts that children are capable of learning first. (MP)

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)

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)

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)

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)

Directions for making a device that parents can use to help children practice basic skills are given. (MK)

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)

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

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)