An investigation is given of exceptions to the rule for adding fractions. The use of such exceptions in instruction is discussed. (MP)

The problem solving performance of 24 learning disabled and 24 non-disabled second and fourth grade children was investigated using embedded irrelevant linguistic and numerical information within addition word problems. Irrelevant numerical information but not irrelevant linguistic information affected performance of all groups; however, LD…

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…

Includes sample diagrams. (SP)

The use of a toy adding machine in teaching addition to fifth grade students is described. (DB)

The cognitive processes of seven children solving arithmetic problems were accurately classified as reconstructive or reproductive according to the child's verbal report of his thought processes. Classifications of thought processes by means of verbal reports can also be used to improve the analysis of latencies. (SB)

Two experiments investigated extent to which English- and German-speaking childrens' mental arithmetic was constrained by working memory. Found higher mental addition spans when numbers were visible throughout calculation than when not. Variation in addition span with age and arithmetical operation difficulty approximated to a linear function of…

Discusses classroom practices that promote the understanding of number concepts in the primary grades. (Author/NB)

Investigates the commonly suggested rounding rule for addition and subtraction including its derivation from a basic assumption. Uses Monte-Carlo simulations to show that this rule predicts the minimum number of significant digits needed to preserve precision 100% of the time. (Author/KHR)

Examined the relationship between 6- to 8-year olds' conceptual understanding of additive composition, commutativity, and associativity principles and addition problem-solving procedures. Results revealed that conceptual understanding was related to using order-indifferent, decomposition, and retrieval strategies and speed and accuracy in solving…

In this paper we discuss a study that looks at the kinds of practices that Latino parents use to support their children's learning of mathematics. Some of our findings reveal that parents react to their children's mathematics education looking back to their own experiences as students. Thus, in some cases, they are faced with pedagogical…

The study involving 183 learning disabled and 852 nondisabled children (grades 3 through 6), investigated students' performance on arithmetic basic fact problems in addition, subtraction, and multiplication. Three separate group administered tests were devised, covering 98 basic addition, 98 subtraction, and 98 multiplication facts. Children were…