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Peer reviewedSlesnick, Twila – Educational Studies in Mathematics, 1982
The hypothesis investigated is that understanding of the long division algorithm requires a higher cognitive level than understanding of fundamental division concepts. Sixth-grade children were tested on performance and understanding of a given algorithm and concepts of division. (MP)
Descriptors: Algorithms, Cognitive Development, Cognitive Processes, Division
Bennedbek, Birgitte – Mathematics Teaching, 1981
A process for helping students in the elementary grades develop their own algorithms for subtraction with carrying is described. Pupils choose their own times and ways to move from manipulative materials to written notation. (MP)
Descriptors: Algorithms, Arithmetic, Computation, Elementary Education
Peer reviewedCarnine, Douglas – Journal for Research in Mathematics Education, 1980
The time at which component skills are taught is studied to see whether it is a significant instructional variable. This research involved the instruction of a multiplication algorithm to 15 below-average first graders. (MP)
Descriptors: Algorithms, Elementary Education, Elementary School Mathematics, Grade 1
Peer reviewedJencks, Stanley M.; And Others – Arithmetic Teacher, 1980
Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)
Descriptors: Algorithms, Elementary Education, Elementary School Mathematics, Fractions
Omanson, Susan F.; And Others – 1982
This study was designed to follow up earlier work on mapping instruction. The two main goals were to: (1) test the effectiveness of mapping instruction as a general cure for "buggy" subtraction algorithms, and (2) explore two alternative explanations of how this new form of instruction works. It was hypothesized that mapping cures bugs…
Descriptors: Algorithms, Basic Skills, Cognitive Processes, Computation
Download full textSecada, Walter G. – 1982
The use of counting for subtraction was investigated. Counting for subtraction is related to counting-on for addition and to four skills: the ability to use the subtrahend cardinality to gain entry into the count sequence, the ability to use the minuend cardinality to gain entry into the count sequence, the ability to use the count sequence to…
Descriptors: Algorithms, Basic Skills, Cognitive Processes, Computation
Ogletree, Earl J.; Chavez, Maria – 1981
The instruction of finger counting and finger calculation, also known as Chisanbop, is promoted as a natural method of introducing and teaching the basic processes of addition, subtraction, multiplication and division to children, particularly to those who are mentally and physically handicapped. The sequential process for teaching finger…
Descriptors: Algorithms, Computation, Elementary Education, Elementary School Mathematics
Peer reviewedCarroll, William M.; Porter, Denise – Teaching Children Mathematics, 1997
Describes teaching strategies in which children are encouraged to develop computational procedures that are meaningful to them. Authors state that classroom observation reveals most primary students to be capable of developing their own accurate solution procedures for multi-digit addition and subtraction as well as for simple multiplication and…
Descriptors: Algorithms, Associative Learning, Computation, Cooperative Learning
