Describes a study which compares the abilities of 130 first graders in responding correctly to open (Computational) addition exercises to their abilities in responding to equivalent problems stated in the closed form. No statistical difference between levels of correct responses to opened or closed exercises was indicated. (PR)

First graders at three different schools were individually interviewed to determine their understanding of missing addend problems. Details of the interview are provided. Behaviors separating successful from unsuccessful students, students' number conservation ability, and the abstractness of missing-number problems are discussed. (DT)

Problems are discussed in which addition facts are presented using words instead of numbers. The letters are then replaced by numbers that will make the addition problems correct. (MP)

The early use of the distributive law can aid students in learning addition of fractions and provide rapid approaches to computation involving other operations. (SD)

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

The goal was to help 7- and 8-year olds develop computational skills in addition and subtraction. Experimental groups received instruction emphasizing mathematical structure while control groups worked on drill activities. Results showed that emphasizing structure facilitated the development of number concepts, place value, and computational…