Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard…

Exemplifies a model of a conceptual-support net in the domain of multidigit addition that provides guidance in making curricular and classroom teaching choices about what kinds of conceptual supports to provide in a particular setting. Presents summaries of several different multidigit addition solution methods that indicate how different quantity…

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)

Developed by the Initial Learning in Mainstreaming Project, the manual presents an instructional program to teach mainstreamed handicapped elementary school students the carrying process (regrouping) for addition. In addition to detailed teaching instructions and text of tape recordings for students, the manual includes tests, worksheets, and…

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

Presented is a paradigm for teaching basic and semibasic arithmetic facts to children with arithmetic difficulties, in which the student progresses from the use of concrete materials such as blocks, to the use of diagrams such as tally marks, to a reasoning process, to responding in an automatic manner. (DLS)

This is a preliminary report on research into computational errors made by six- and seven-year-olds. (Author/MK)

The document presents the final report of the Initial Learning in Mainstreaming Project, which developed and tested instructional techniques in 14 specific mathematics skill areas with 429 handicapped and normal elementary school students in Grace and Soda Springs, Idaho. Skill areas included addition facts; subtraction facts; carrying…

Reported is a teacher's efforts to introduce mental methods in arithmetic to seven-year-olds over a four-week period. (PK)

This paper describes the research program of the Mathematics Work Group of the Wisconsin Research and Development Center for Individualized Schooling. The major interest is in the development of children's abilities to solve verbal addition and subtraction problems and particularly in the processes and strategies used by children. Three factors…

The term Chisanbop is the trademark for the finger calculation method originally developed by a Korean, Sung Jin Pai. It was refined and simplified by his son, Hang Young Pai, who introduced the technique to the United States in 1976. This annotated bibliography has been organized in five categories. Readings in the first category, Historical…

The study investigated children's ability to write number sentences for simple addition and subtraction word problems. The results suggest that open number sentences may provide mathematical symbolism that allows young children to build on informal strategies for presenting and solving simple word problems. (Author/PK)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

Presents a method of teaching two-column addition which the authors argue is based on Piaget's theory and fosters the children's own natural thinking. The method does not use objects such as straws bundled or base-ten blocks. (PK)

An understanding of fraction addition can be thought to involve two quantitative ideas: (1) the understanding that adding to an original quantity increases its size, and (2) a sense of how much increase occurs. Both of these ideas should underlie or inform a child's approach to problems involving fraction addition and thereby constrain the class…