Data from (n=4) students in grades three through six showed a consistent parallel between the types of units constructed in a geometric setting with those in a numeric context. Students who constructed abstract composite units in tiling the plane also did so in adding and subtracting whole numbers. (Author/MKR)

Five reports from a 2-year study are presented. Frequencies and descriptions of systematic errors in the four algorithms in arithmetic were studied in upper-middle income, regular, and special education classrooms involving 744 children. Children were screened for adequate knowledge of basic facts and for receiving prior instruction on the…

The experiences described here use the idea of movement along the number line to reinforce the student's concept of addition and subtraction of both whole numbers and fractions. Four student worksheets and teacher guides are included. (MM)

The goal was to help 7- and 8-year olds develop computational skills in addition and subtraction. Experimental groups received instruction emphasizing mathematical structure while control groups worked on drill activities. Results showed that emphasizing structure facilitated the development of number concepts, place value, and computational…

Presented is an example of how a child adopted an incorrect method for solution to arithmetic sentences. Methods for detecting and correcting this behavior are discussed. (JP)

Palindromic numbers (numerals that read the same backwards and forwards) are investigated. Examples show how palindromic sums can be obtained and a further analysis of these sums is made. (DT)