Second-grade students were randomly assigned to either an instructional unit within which addition and subtraction of two digit numbers were treated as a single integrated process of regrouping or one which developed the addition and subtractive algorithms sequentially. Periodic assessments favored the sequential approach, but differences were not…

Two methods of adding columns of single digits were compared in terms of the speed and accuracy with which sums are produced. The direct method (successive addition) was found to be better than the method of looking for combinations which sum to ten. (SD)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)

The authors attempt to determine the effects of the use of direct and "combinations of tens" methods of two column-addition, ability, and grade level as factors in column addition efficiency. (MN)