Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

This is the second in a series of articles on using mathematical techniques from history to provide an interesting way for middle graders to practice math. (Editor)

Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)

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)

Sixth-graders learning disabled in mathematics (N=30) received subtraction training that included instruction and practice opportunities. Some children set proximal performance goals, others had comparable proximal goals assigned, and some received training without goals. Participation in goal setting led to the highest self-efficacy and…

First graders were taught to solve symbolic subtraction combinations by counting up from the smaller number to the larger while keeping track of the number counted up by using one-handed finger patterns. They improved quite considerably on a timed test of the more difficult subtraction combinations. (MNS)

Discusses ways of teaching integers to children who have a wide range of ability. The strategies involve not only the "right" answer but also such considerations as learning the meaning behind the operators, relating operations with integers to real-world situations, and finding a variety of ways to solve the problems. (JN)

"Math Facts Memory Made Easy" is a program which provides teachers with an effective alternative instructional method and an accompanying curriculum designed to improve students' ability to memorize basic mathematical facts. General information about the program and examples of strategies used are presented. (JN)

Investigated use of the bus context (boarding/leaving a bus) for introducing addition and subtraction in the first grade, as well as other contexts. Indicates that these contexts influence the use of numbers and operations and that they be taught separately before comparisons are made. Also outlines misconceptions related to bus-numbers. (JN)

This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on third-grade children's perceived self-efficacy and achievement. Children given ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability plus effort conditions did not…

Reported is a study on solution methods used by third-grade students as they solve open sentences involving addition and subtraction. A list of methods that children might use is compared to a frequency tally of those methods used by a group of 32 students who solved 16 problems. (JP)

Second-grade students were randomly assigned to either an instructional unit within which addition and subtraction of two digit numbers were treated as a single integrated process of regrouping or one which developed the addition and subtractive algorithms sequentially. Periodic assessments favored the sequential approach, but differences were not…

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)

Subtractive magic triangles are discussed and questions raised for exploration with mathematics classes. Answers are also included. (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)