This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems.…

Drawing on research around the utility of worked examples, we examine how 29 first- and 27 third-grade students made sense of integer subtraction worked examples and used those examples to solve similar problems. Students first chose which of three worked examples correctly represented an integer subtraction problem and used the example to solve a…

This article reflects critically on the guidance offered to South African teachers in two canonical texts: the Curriculum and Assessment Policy Statements (CAPS) and Mathematics teaching and learning framework for South Africa: Teaching mathematics for understanding (TMU). I make explicit my philosophical orientation, and how 'teaching mathematics…

This chapter focuses on the interaction of two first graders as they attempt to make sense of a particular instructional context for learning negative numbers. The context is one where they move an elevator to a building's floors above and below ground in order to model integer addition and subtraction problems. In particular, the focus of the…

Previous research suggests that block adding, subtracting and counting direction are early forms of number-space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory-motor interaction with the environment. In line with this assumption, it was investigated if…

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

Investigates the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. Classifies relative difficulties of problems according to their situations which are considered through a written test administered to pupils in grades 2, 3, and 4. Supports the assumption that…

Describes a finger pattern method for teaching subtraction. It is suggested that the method has several advantages over the usual methods children adopt. (PK)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

The article describes the process of teaching abacus to moderately retarded blind students as a means of developing concepts of numbers, addition and subtraction, and money values. (Author)

Presents student comments as they explain their mathematical reasoning and thinking about place value in addition and subtraction. (ASK)

This teacher resource material was written from the perspective that it is possible to improve number fact learning in the primary grades, and in remedial situations beyond those years, in ways that: (1) will help children learn all facts; (2) will emphasize the process as well as the answer; and (3) by capitalizing upon natural extensions of…

TO DETERMINE THE EFFECT OF INSTRUCTIONAL APPROACHES FOR SUBTRACTION AND/OR TIME OF SYMBOLIZATION UPON (1) ACHIEVEMENT IN ARITHMETIC, (2) ATTAINMENT OF NUMBER CONCEPTS, (3) ATTITUDES TOWARD ARITHMETIC IN GRADES ONE AND TWO, THIS REPORT ASSESSES FOUR EXPERIMENTAL CLASSES, THERE WERE TWO FIRST GRADE CLASSES OF 20 PUPILS EACH AND TWO SECOND GRADE…

Compares two experimental programs for teaching mental addition and subtraction in the Dutch second grade (N=275). Discusses realistic program design (RPD) and gradual program design (GPD). Concludes that RPD pupils show a more varied use of solution procedures than GPD pupils. Contains 46 references. (Author/ASK)