Is there a better way to help your first-grade students with addition? Author offers suggestions. (Editor/RK)

In working out exercises in addition the author became convinced of the importance of the ones place of the mind and fashioned a carefully worked technique in order to free the student from having to think about technique. (Author/RK)

The slow learner is defined as a student whose IQ falls between 75 and 90 or who ranks below the thirtieth percentile of the student population in mathematical achievement. His characteristics and special needs are discussed in some detail. A presentation of selected methods and techniques for instructing slow learners to add and subtract…

In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

The general objective of this study was to study Piaget's notion of the sequential development of number conservation in 85 children averaging 5.9 years of age. The question addressed was to determine if a set of ten equal addition conservation of number tasks were scalable. A large coefficient of reproducibility, .912, was computed. Other indices…

The second in a series of three workbook texts on beginning algebra. Designed primarily for use by lower ability mathematics students, the texts have been used by average ability students as supplementary materials. Volume 2 contains material on operations, variables and phrases, equations, exponents equivalent phrases, terms, and adding like…

Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

A teacher describes an activity designed to help children understand the number concepts of the basic addition facts with sums of 11 or greater. (CL)

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)

A math strategy using an "add-card" which illustrates simple addition facts was originally developed for learning disabled students but was also successfully used with mildly retarded students. (CL)

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

One of the most important concepts in the first grade math curriculum is learning addition facts. In schools today, teachers use many different methods to teach addition and subtraction concepts and the memorization of basic facts. A new movement in education advocates using movement to aid in rote memory of facts. In this project the researcher…