A technique for adding and subtracting integers is presented as an alternative to the number line. White and black chips are used to represent positive and negative integers, respectively. (MP)

Adding the number directly, one after another, was compared to adding the numbers by looking for combinations of ten. The Direct method was faster, but the two methods were equally accurate. (JT)

The results of a study of third-graders' performance in solving certain open sentences, and implications for teaching open sentences are discussed. (DT)

Very specific suggestions for teaching subtraction facts using addition are given. Several activities are suggested. (MK)

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

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

Developing concepts, modeling, and solving problems form the core of essential learning about addition and subtraction. That educators may make the task more difficult than necessary is the thrust of several recent studies. Highlights from these studies (with suggestions for instruction) are presented. (JN)