Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical…

There is a call for enabling students to use a range of efficient mental and written strategies when solving addition and subtraction problems. To do so, students should recognise numerical structures and be able to change a problem to an equivalent problem. The purpose of this article is to suggest an activity to facilitate such understanding in…

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

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

Practice in adding single digits is provided by puzzles called Totalines. The Magic Pentagram and Hexagram and the Distance Chart extend the addition practice. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

This book contains a variety of worksheets to teach and reinforce addition skills. Secret codes, magic squares, pyramids, coloring activities, and dot-to-dot challenges are included to motivate students. A two-page test of basic addition facts is provided, with the suggestion that the teacher time the test and give it repeatedly to assess…

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)

Problems based on shopping experiences are presented on two posters. Children practice estimation and computation with addition and subtraction. (MNS)

The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

Students who can compute mathematical problems in their heads have learned a skill that is important for estimating and for understanding the number system. Practice activities that can help students master mental computation skills are described. (PP)

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

The objective of the Easy Math Program is to give all students (not just those with mathematical talent) an intuitive grasp of the quantitative principles on which mathematics is based, so they will be able to execute its basic operations with insight, and move on to its higher concepts with confidence. The program approaches this objective by a…

This document is part 2 of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…