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)

The study involving 183 learning disabled and 852 nondisabled children (grades 3 through 6), investigated students' performance on arithmetic basic fact problems in addition, subtraction, and multiplication. Three separate group administered tests were devised, covering 98 basic addition, 98 subtraction, and 98 multiplication facts. Children were…

Nigerian second graders (n=58) were given instruction on using counting and thinking strategies. Compared to 54 controls, they performed better on recall and retention of number facts. (SK)

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

Explores adult adding techniques and ponders whether they have any relevance to working with primary school children. Suggests ways that can help children develop into effective adders. (ASK)

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

This paper is concerned with the role of meaning and understanding in the acquisition of computational skill in subtraction. Evidence on the syntactic nature of subtraction errors is reviewed, with common "bugs" described. Then, data collected from interviews with four children are summarized in terms of their semantics of concrete…

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

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)

Describes how a 2nd grade class learned to add and subtract effectively by packing and unpacking "Aunt Mary's candies." (KHR)

Eight students with Down's syndrome, aged 11 through 13, were taught to add by counting-on in a 5-day teaching program. Teaching included instruction in component skills and use of precision teaching techniques. All students continued to use the technique six months later and generalized the technique to other materials. (Author/DB)

Examines 109 children from grades 3 through 6 for computational facility and the relationship between automaticity, or efficient processing of addition facts, and success in more complex tasks. Indicates that most errors on the multidigit sums were due to fact inaccuracy, not algorithmic errors. Discusses instructional implications for students…

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)

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

Fourth graders' (n=117) solutions to addition problems were analyzed in terms of standard or idiosyncratic written algorithms. Students had not previously been taught pencil-and-paper algorithms. Preference for horizontal layout, working from left to right, and a wide variety of written algorithms were found. (Contains 48 references.) (Author/MKR)