Presents materials and methods that have been found to be effective in teaching addition and subtraction in specialized schools for the speech- and hearing-impaired. Concludes that there has been considerable success with students learning necessary mathematical skills by completing activities. Contains 11 references. (ASK)

Presents a first-semester course in mathematics for 6-year-old children by formulating certain general requirements for the curriculum and the instructional methods with the aim of leading children to form their initial mathematical concepts. (ASK)

Tests of (n=107) third through sixth graders' basic addition facts found that 34% of errors involved the addition of zero and 83% of the remaining errors involved at least one of the digits 7, 8, or 9 when the other addend was 4 or more. (20 references) (MKR)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

This experimental study compared the use of Belcastro rods with the use of traditional methods in teaching addition and subtraction of whole numbers to five blind students. Results showed a significant difference favoring the use of Belcastro rods. (Contains 30 references.) (MKR)

Analyzes the solution of additive problems involving negative numbers by prospective primary school teachers using surveys. Concludes that students feel no need to use negative numbers in the solution of additive problems and compares results of this study to another study of same content done on secondary school students. (ASK)

Compared use of derived fact strategies involving addition and subtraction by 20 learning-disabled students (LDSs) from an intermediate level self-contained class to 22 grade-3 normally achieving students (NASs). LDSs did not differ from NASs in verbal fluency or use of alternative strategies. (Contains 20 references.) (MDH)

Describes a form of adaptive communication, referred to as single switch technology, as a method for assessing and developing mathematics skills of speech and motor disabled students. Provides a BASIC program to illustrate a basic single switch mathematics program. (MDH)

Tests of (n=105) ninth-grade algebra students involving the addition and multiplication of monomials found that common, systematic errors made when multiplying monomials were related logically to the symbolism used and the algebraic convention of using an implicit 1 as an exponent. (16 references) (MKR)

The study investigated which addition facts children and preservice teachers view as being difficult, whether it is possible to determine facts which are difficult for all children, and whether children and adults agree on which facts are difficult. Results indicated that children and adults disagree about the difficulty of facts. (PK)

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…

Discusses an introductory mathematics course for six year olds which incorporates visual reflection of essential links and relationships, broad and flexible approaches, student actions, and meaningful cooperation of students. The four topics covered are determination of attributes, symbolic representation of relations and transformations, the…