A modified method of regrouping the minuend for subtraction is described. This more flexible method decreases the number of steps in the subtraction process and in checking the regrouping. (SD)

Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

A technique for doing long division without the usual estimation difficulty is presented. It uses multiples of 2 combined with a recording technique. (MNS)

The author taught one group using the traditional subtraction algorithm and one using an equal additions algorithm. Students in the latter group showed greater success than the former. (SD)

The purpose of this study was to find out what difficulties Nicaraguan children encounter in doing addition and subtraction exercises. The results were used in the design of radio lessons in mathematics for elementary school. The performance on addition exercises is analyzed with a view toward identifying the distinct skills that are required by…

A current method of teaching long division using repeated subtraction is analyzed as being an example of a sound mathematical method that falls into disrepute when it results in unnecessary, length calculations. (MP)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

Reviews the historical development of subtraction algorithms used in the United States. Discusses different algorithms used and developed throughout history that had a major impact on the way subtraction is taught today. (Contains 22 references.) (ASK)

The author advocates the classroom consideration of new algorithms as a means of leading students to make original hypotheses. He discusses a multiplication algorithm based on the differences between squares. (SD)

A concrete approach to subtraction problems with minuends to 19 is presented. (MP)

The long division algorithm approached as repeated subtractions is explained. (DT)

Computational algorithms from American textbooks copyrighted prior to 1900 are presented--some that convey the concept, some just for special cases, and some just for fun. Algorithms for each operation with whole numbers are presented and analyzed. (MNS)

A six-step method of teaching subtraction by renaming is presented, using money as the learning vehicle. (MP)

Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)