Two sequences of activities were developed to provide instruction on the algorithms for addition and subtraction of two-digit numbers. In the integrated sequence (I) the mechanics of "carrying" and "borrowing" were treated as a single process "regrouping." In the sequential treatment (S) the addition algorithm was developed before the subtraction…

Two sequences of activities were developed to provide instruction on the algorithms for addition and subtraction of two-digit numbers. In the integrated sequence (I) the mechanics of "carrying" and "borrowing" were treated as a single process "regrouping." In the sequential treatment (S) the addition algorithm was developed before the subtraction…

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…

The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using…

The study's purpose was to investigate the differential effects on the achievement of second-grade students that could be attributed to three instructional sequences for the learning of the addition and subtraction algorithms. One sequence presented the addition algorithm first (AS), the second presented the subtraction algorithm first (SA), and…

An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)

The purpose of the study was to compare the results obtained from a group of fourth-grade students taught to add and subtract rational numbers through the use of field postulates and other properties of whole numbers with fourth-grade students taught by a standard method using objects and the number line. Eight classes of 30 students each…

Twelve fourth-grade classes in two schools were taught division using either the subtractive approach to the Greenwood algorithm or a partitioning approach to the standard algorithm. Analysis of class means on immediate, retention, and delayed retention tests indicated that use of the standard algorithm was more effective. (JP)

A new subtraction algorithm is described and illustrated. Research by the author has shown the method to be easier for low achievers, as well as useful as enrichment for average students. (SD)

Speed and accuracy in adding a colunm of one addend numbers directly down a column was compared to adding by looking for combinations which add to ten. Ninety-two fourth-grade subjects learned one of these two methods for one week and then learned the other method the following week. Using timed tests after each treatment, it was found that the…

The purpose of this study was to determine differences in achievement of fifth-grade students in 16 classes taught two of four mathematical algorithms by one of four instructional strategies. Computational skills and ability to extend the algorithm were tested. The instructional strategies were: pattern, algebraic, pattern followed by…

This study investigated two methods used to teach multidigit multiplication to fourth-grade students: the lattice method and the distributive method. Classes from four schools were randomly assigned so that the two treatment groups contained two each or urban, rural and inner city classrooms. A series of 15 lessons was prepared for each treatment…

Individual fifth grade classrooms in five schools of differing socioeconomic levels were used in a study to analyze the reaction of the school to the experimental format, the adequacy of the test instrument, and the differential effects of the experimental treatments. Students were instructed in one of two experimental addition algorithms,…