Presents some results of a study on teaching negative numbers. Focuses on the identification of addition and subtraction, the use of the number line, additive problem solving, and the possibility of following several sequences of numerical extensions. Indicates the importance of previous ideas on positive numbers and how these ideas influence the…

Infants' visual perception of number change was investigated in three studies. These studies focused on infants' perception of events in which the total number of objects in a small group was changed through addition of another object. Involving 60 infants 5 months of age, Study I attempted to determine whether subjects perceived the properties in…

Students in grades 1, 4, 7, and 10 were tested in a two-part investigation of simple and complex mental addition (with college students as a reference point). One session involved a normal reaction time task in which children made true/false judgments about a series of addition examples. The other session involved a verbal protocol interview, the…

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) the addition and subtraction of whole numbers on the number line,…

Using drawings of various monsters to explain and enhance the learning activities, this arithmetic/mathematics curriculum guide begins with exercises requiring basic number identification. The remainder of the guide includes over one hundred addition and subtraction activities including crossword puzzles, maps, and number matching. (SH)

Two experiments with third to sixth grade children were undertaken to test three predictions derived from the assumption that children may fail to solve union problems because addition of classes is not implied when classes to be combined overlap. (SB)

Case studies describe the positive responses of two elementary learning disabled students involved in an experimental number fact program. The program emphasized development of strategies matched to individual learning needs in a nontraditional approach to the organization of addition facts. (Author/CL)

Research and curriculum development projects have investigated ways to make teaching and learning basic facts easier. Reseach results and implications from four major projects are presented. Ten specific guidelines are then given and illustrated by examples from addition. Modifying instructional sequence and matching learning tasks with learning…

First graders at three different schools were individually interviewed to determine their understanding of missing addend problems. Details of the interview are provided. Behaviors separating successful from unsuccessful students, students' number conservation ability, and the abstractness of missing-number problems are discussed. (DT)

The results of a study of third-graders' performance in solving certain open sentences, and implications for teaching open sentences are discussed. (DT)

Eighteen college students solved addition problems using the Hutchings Low Fatigue Addition Algorithm, which requires a written record of running sums, and the standard algorithm, which does not. Students using the Hutchings algorithm had significantly higher reaction times to a tone, indicating that the Hutchings method requires less cognitive…

Very specific suggestions for teaching subtraction facts using addition are given. Several activities are suggested. (MK)

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)