The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two…

This study examined interventions for addition and subtraction that were implemented through single-case design (SCD) research studies. We attempted to extend prior SCD meta-analyses by examining differences in effect sizes across several moderating variables and by including a novel index of effect, improvement rate difference (IRD). We also…

This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of…

Developing concepts, modeling, and solving problems form the core of essential learning about addition and subtraction. That educators may make the task more difficult than necessary is the thrust of several recent studies. Highlights from these studies (with suggestions for instruction) are presented. (JN)

This paper is concerned with the role of meaning and understanding in the acquisition of computational skill in subtraction. Evidence on the syntactic nature of subtraction errors is reviewed, with common "bugs" described. Then, data collected from interviews with four children are summarized in terms of their semantics of concrete…

This study involved the development and experimental tryout of 22 lessons designed to teach 23 primary grade children a set of specific procedures, focusing on the drawing of meaningful diagrams, for analyzing and solving arithmetic story problems. Major dependent variables studied were gain on (1) a 20-item test on stories of the eight types…

Fifty Brazilian children aged seven-13 were individually given addition and subtraction exercises. Counting was the preferred procedure, with use of school-taught algorithms limited. Some children decomposed numbers into tens and units and then worked at both levels. They rarely referred to previous results when doing related exercises. (MNS)

What is meant by "normal science" is described, the first three steps in the "route to normal science" are outlined, and an example is given in which the trend toward research consensus is apparent. This involves current work on learning addition and subtraction. (MNS)

Use of the commutativity, addition-subtraction complement, and N+1 progression principles was studied by interviewing 54 capable pupils in grades 1-3. Commutativity was used extensively at each grade, while the addition-subtraction principle to solve subtraction varied across grades, and the N+1 pattern was seldom used. (MNS)

Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)

An exploratory investigation of various incorrect solution procedures used by students attempting to solve a variety of forms of open sentences is reported. The study identifies specific incorrect strategies, indicates their relative frequency of occurrence, and attempts to offer some explanation for certain of the incorrect procedures used. (MK)

The primary objective of this study was to provide an experimental model of children's representations of addition and subtraction concepts viewed as constructed schemes. How children with different counting schemes differ in their addition and subtraction concepts and how the types of problems children solve correlate with the addition and…

This study was an attempt to provide some evidence on the effects of calculator usage with primary-age children. Specifically, the study compared the performance of children who had access to calculators for an extended period of time, and whose teachers used calculators in specified instructional ways, with children who did not have access to…

This study involved 179 9-year-olds and 352 13-year-olds in New Zealand. Four addition and four subtraction tasks were set to ascertain students' ability to use the number line. Comparison of these data with results from the national assessment in the United States are given. (MNS)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)