Reports three experiments that show that anxiety effects were prominent in two-column addition problems, especially those involving carrying. Elaborates a theory of mathematics anxiety. Contains 50 references. (SKS)

Exemplifies a model of a conceptual-support net in the domain of multidigit addition that provides guidance in making curricular and classroom teaching choices about what kinds of conceptual supports to provide in a particular setting. Presents summaries of several different multidigit addition solution methods that indicate how different quantity…

Investigates 10-year-old children's abilities to reason by analogy in solving addition and subtraction comparison problems involving unknown compare sets and unknown reference sets. Children responded in a consistent manner to the tasks involving the basic addition problems, indicating substantial relational knowledge of these but responded in an…

Assesses the competence of children (N=215) between the ages of 5 and 9 at addition by asking them to estimate the answers to addition sums. Reports that children at higher levels tend to produce more reasonable estimates than children at lower levels. Discusses the existence and nature of a zone of partial knowledge and understanding. Contains 31…

Examined effects of problem size in mental addition among elementary children in China (n=104) and Missouri (n=105) and among undergraduates in China (n=26) and Missouri (n=35). For all Missouri subjects and Chinese through first grade, larger-valued numbers took longer and induced more errors. (Author/NBI)