Developed by the Initial Learning in Mainstreaming Project, the manual presents an instructional program to teach mainstreamed handicapped elementary school students the carrying process (regrouping) for addition. In addition to detailed teaching instructions and text of tape recordings for students, the manual includes tests, worksheets, and…

The document presents a criterion referenced test of basic math skills, including division, multiplication, addition, subtraction, fractions, decimals, time, and measurement. (DLS)

This study investigated the effect of initial instruction on the processes children use to solve basic addition and subtraction verbal problems. Prior to instruction and following a 2-month introductory unit on addition and subtraction, 43 first-grade children were individually tested on verbal problems representing different models of addition…

THIS BOOKLET, ONE OF A SERIES, HAS BEEN DEVELOPED FOR THE PROJECT, A PROGRAM FOR MATHEMATICALLY UNDERDEVELOPED PUPILS. A PROJECT TEAM, INCLUDING INSERVICE TEACHERS, IS BEING USED TO WRITE AND DEVELOP THE MATERIALS FOR THIS PROGRAM. THE MATERIALS DEVELOPED IN THIS BOOKLET INCLUDE (1) NUMBER RELATIONSHIPS, (2) EQUIVALENT FRACTIONS, (3) ADDITION AND…

The author claims the development of an improved method for teaching basic addition in the elementary schools. Two advantages of the method are (1) more effective grouping of basic addition facts, and systematic and consistent use of reasoning in their derivation, and (2) use of a special classroom technique to improve the proficiency of a child…

This study explored the effects of visual (vertical and horizontal) and oral presentation modes upon simple mathematical computations (addition, subtraction, and multiplication). Seventy-two undergraduate education majors were employed as subjects. The placement of the process sign (left, middle, right) and whether a one or two digit number…

The early use of the distributive law can aid students in learning addition of fractions and provide rapid approaches to computation involving other operations. (SD)

Two methods of adding columns of single digits were compared in terms of the speed and accuracy with which sums are produced. The direct method (successive addition) was found to be better than the method of looking for combinations which sum to ten. (SD)

The author attempts to obtain some new evidence on simple addition processes in adults in order to evaluate the two additon models offered by Groen and Parkman (1972); a simple counting model and a more complex retrieval model, involving direct access and counting. (Author/RK)

This manipulative model using counters involves balancing the number of counters on either side of the equals sign. (MP)

The use of two different colored beans or chips to represent positive and negative charges is discussed as a method of demonstrating operations with integers. (MP)

Forming whole numbers which read the same from left to right as from right to left is considered. A list of such numbers less than 1000 is included along with implications for instruction. (MN)

Activities for providing practice in estimating sums and products using calculators are presented. Worksheets are included. (MN)

An instructional sequence in which number lines and beads are used to illustrate addition and subtraction of directed numbers is described. (SD)

An activity that offers computational practice, pattern recognition, and the formulation of generalizations is described. (JT)