Research has established that children's development of addition and subtraction skills progresses through a hierarchy of strategies that begin with counting-by-one methods through to flexible mental strategies using a combination of knowledge of basic facts and understanding of place value. An important transition point is the shift from the…

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on…

Viewing the number system as a complex of interrelated words, three studies are described: (1) a study of the difficulty of simple addition and subtraction in different decimal positions; (2) a study of variations in the number of digits in the addend or minuend; (3) a study of the effect of irregular morphemes occurring in some number words.…

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…

Describes the work that students and teachers do to develop computational fluency for subtraction. Examines the orchestration of whole-class discourse and presents a collection of common strategies. (Author/NB)

Reviews the historical use of each of the three algorithms used for subtraction in the United States: (1) the equal additions; (2) the decomposition; and (3) the Austrian method. Discusses the modification to the decomposition algorithm and gives a brief overview of the current status of subtraction algorithms. Contains 12 references. (Author/ASK)

The effects of using homework guides, and homework logs on students' abilities to solve word problems involving basic addition and subtraction facts were studied. Students received one of three versions of addition and subtraction timed tests once per week--every Thursday--that focused on measuring automaticity of basic addition and subtraction…

We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students' preferences. Results indicated that preference was idiosyncratic across students. In…

The paper describes strategies for remediating mathematics difficulties (particularly the process of regrouping or "borrowing" in whole number subtraction) in children. Three interrelated aspects of the process (the meaning of subtraction, understanding of non-standard numerals, and the function of the subtraction algorithm), are considered. The…

A modified method of regrouping the minuend for subtraction is described. This more flexible method decreases the number of steps in the subtraction process and in checking the regrouping. (SD)

Via a demonstration-plus-model technique, the equal additions method of subtraction was used to teach seven learning disabled students (grades 3-5) subtraction requiring reqrouping. Results suggested that instruction in the equal additions method was effective in producing an increase in student computaton of subtraction with regrouping. All Ss…

We compared alternative instructional strategies for integrating knowledge of decimal place value and regrouping concepts with procedures for adding and subtracting decimals. The first condition was based on recent research suggesting that conceptual and procedural knowledge develop in an iterative, hand over hand fashion. In this iterative…