Addition strategies used by 36 kindergarten children were examined. Children were given written stimuli (such as "2+5" and "3+7") during two sessions taking place a week apart. Results indicated that once children came to rely on mental addition strategies, they often quickly invented more economical procedures to compute sums. Also confirmed was…

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

This investigation sought to determine the effect of emphasizing mathematical structure in the acquisition of computational skills by seven- and eight-year-olds. The meaningful development-of-structure approach emphasized closure, commutativity, associativity, and the identity element of addition; the inverse relationship between addition and…

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

Helping teachers to build a strong bridge from concrete experiences to algorithms is the focus. A detailed sequence of activities is described. (MN)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

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)

Assumptions frequently made about learning disabled children are discussed, with many teaching suggestions provided. (MN)