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Ashcraft, Mark H.; Christy, Kelly S. – Journal for Research in Mathematics Education, 1995
Tabulation of addition and multiplication fact frequencies in arithmetic texts for grades one through six showed that large facts, with operands larger than five, occurred only half as frequently as those with operands in the two-to-five range. Theoretical and practical implications are discussed. (MKR)
Descriptors: Addition, Computation, Elementary Education, Multiplication

Baroody, Arthur J.; And Others – Journal for Research in Mathematics Education, 1983
Use of the commutativity, addition-subtraction complement, and N+1 progression principles was studied by interviewing 54 capable pupils in grades 1-3. Commutativity was used extensively at each grade, while the addition-subtraction principle to solve subtraction varied across grades, and the N+1 pattern was seldom used. (MNS)
Descriptors: Addition, Computation, Educational Research, Elementary Education

Steinberg, Ruth M. – Journal for Research in Mathematics Education, 1985
This study: (1) documented the spontaneous derived facts strategies (DGSs) that second-grade children (N=23) used; (2) investigated how training in use of DFSs influenced the solution strategies children used to solve addition and subtraction problems; and (3) examined the role of DFSs in the transition to recall of number facts. (JN)
Descriptors: Addition, Computation, Elementary School Mathematics, Grade 2

Wheatley, Grayson H.; McHugh, Daniel O. – Journal for Research in Mathematics Education, 1977
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)
Descriptors: Addition, Algorithms, Computation, Educational Research

Baroody, Arthur J. – Journal for Research in Mathematics Education, 1987
Kindergartners appeared to differ in their readiness to use a concrete counting strategy for addition. Many persisted in counting with objects. Mental counting strategies were sequenced. (MNS)
Descriptors: Addition, Cognitive Development, Cognitive Processes, Computation

Fuson, Karen C.; And Others – Journal for Research in Mathematics Education, 1988
The grade placement of topics in addition and subtraction was compared across the five countries through analysis of textbooks. "Remarkable" uniformity in grade placement was noted for Japan, China, the Soviet Union, and Taiwan, but the United States differed substantially. (MNS)
Descriptors: Addition, Computation, Educational Research, Elementary School Mathematics

Thornton, Carol A.; And Others – Journal for Research in Mathematics Education, 1983
The effectiveness of the Multisensory Basic Fact Program to teach addition facts to 115 remedial groups in grades two through six in Australian schools was studied. Performance increased between pre- and posttests and was maintained on the retention test. (MNS)
Descriptors: Addition, Cognitive Processes, Computation, Educational Research

Romberg, Thomas A.; Collis, Kevin F. – Journal for Research in Mathematics Education, 1985
Determined whether 11 third-grade children, differing in cognitive processing capacity, solve addition and subtraction word problems differently. Results, among others, show that children who differ in cognitive processing capacity also differ in strategies they use to solve the same verbal problems and differ in their success in finding correct…
Descriptors: Addition, Cognitive Processes, Computation, Educational Research

Carpenter, Thomas P.; Moser, James M. – Journal for Research in Mathematics Education, 1984
Solutions to addition and subtraction word problems were studied in a three-year longitudinal study that followed 88 children from grades one to three. They solved problems using a variety of strategies before formal instruction and used invented strategies several years after formal instruction. Four levels of problem-solving ability were found.…
Descriptors: Addition, Cognitive Processes, Computation, Educational Research

Fuson, Karen C.; Fuson, Adrienne M. – Journal for Research in Mathematics Education, 1992
Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…
Descriptors: Addition, Cognitive Development, Cognitive Style, Computation