The author taught one group using the traditional subtraction algorithm and one using an equal additions algorithm. Students in the latter group showed greater success than the former. (SD)

An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)

A new subtraction algorithm is described and illustrated. Research by the author has shown the method to be easier for low achievers, as well as useful as enrichment for average students. (SD)

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)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

Various algorithms used in addition, subtraction, and division problems were identified. The percentages of people in the National Assessment survey populations using each method are reported, as are the percentages of those using the most popular methods who answered correctly. Implications for instruction are discussed. (SD) Aspect of National…