Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)

Tabulation of addition and multiplication fact frequencies in arithmetic texts for grades one through six showed that large facts, with operands larger than five, occurred only half as frequently as those with operands in the two-to-five range. Theoretical and practical implications are discussed. (MKR)

Soft praise and written practice helped decrease the number of days required for an 11-year-old mildly retarded student to reach mastery level of basic addition skills. Accuracy was also affected by procedures, which were inexpensive and easy to implement. (CL)

Describes a study which compares the abilities of 130 first graders in responding correctly to open (Computational) addition exercises to their abilities in responding to equivalent problems stated in the closed form. No statistical difference between levels of correct responses to opened or closed exercises was indicated. (PR)

A math teacher describes an approach to help special education students solve addition and subtraction problems through a system involving finger counting. The systems for subtraction and addition solve the problem faced by students unable to memorize facts and unable to use their fingers when numbers exceeded five. (Illustrations of the approach…

Students who discover how to count by tens starting at a number other than 10 learn about the basic structure of the decimal system in addition. (CL)

This programed mathematics textbook (Volume I) 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…

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…

This study examined how six experienced teachers got information about students' knowledge and used that information to adjust their instruction while tutoring the students in addition. Each teacher tutored five simulated students and one live student. (RB)

Presents an activity that engages children in thinking about the results of combining numbers. (ASK)