Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Suggestions for improving problem-solving skills of first-grade students are made after the results of five studies of addition and subtraction story problems are presented. (JT)

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)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

The results of exercises related to fractions on the National Assessment of Educational Progress (NAEP) for 9- and 13-year-olds are reported. This discussion is followed by suggestions on ways to help students be more successful when adding fractions. (MP)

Beginning with a simple computer program to teach a fundamental concept and building in small increments is suggested. For the topic of repeated operations, three activities, an extension, and some problems are given. (MNS)

Presents two seasonally related investigations involving arithmetic series to develop critical thinking: (1) the number of candles needed for the eight nights of Hanukkah, and (2) the number of presents given during "The Twelve Days of Christmas." Students also calculated the amount of money needed to buy all the presents. (MDH)

Discusses prerequisites that help students develop multiple strategies for solving problems as recommended in the National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards." Presents two examples of activities involving addition, subtraction, and permutations that promote multiple strategies. Suggests ways to…

Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…

Presents five activities focusing on mental computation and estimation for the K-3, 3-5, 4-6, and 6-8 grade levels that require the student, acting as a judge, to review solutions to problems and to pronounce and justify a verdict. Provides suggested materials, questions, possible extensions, answers, and worksheets for each activity. (MDH)