Interaction between pupils' cognitive styles and instructional method in effecting achievement was studied. The instructional variables were sequencing and use of manipulative materials. Ninety sixth-grade students were ranked on Sigel's Cognitive Style Test. The upper and lower 36 were defined as high and low analytic pupils, respectively. Nine…

Individual fifth grade classrooms in five schools of differing socioeconomic levels were used in a study to analyze the reaction of the school to the experimental format, the adequacy of the test instrument, and the differential effects of the experimental treatments. Students were instructed in one of two experimental addition algorithms,…

The relationship between children's performance in solving open sentences and the factors of sentence type, number size, and context was investigated. The study also identified and classified the methods of solution used. Thirty-two third graders were individually given an orally administered test on open sentences. Four types of open sentences…

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

A mathematical card game, based on the actual card game, is described for providing practice with positive and negative numbers. (JT)

Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)

Fifty Brazilian children aged seven-13 were individually given addition and subtraction exercises. Counting was the preferred procedure, with use of school-taught algorithms limited. Some children decomposed numbers into tens and units and then worked at both levels. They rarely referred to previous results when doing related exercises. (MNS)

Discusses ways of teaching integers to children who have a wide range of ability. The strategies involve not only the "right" answer but also such considerations as learning the meaning behind the operators, relating operations with integers to real-world situations, and finding a variety of ways to solve the problems. (JN)

"Math Facts Memory Made Easy" is a program which provides teachers with an effective alternative instructional method and an accompanying curriculum designed to improve students' ability to memorize basic mathematical facts. General information about the program and examples of strategies used are presented. (JN)

First-grade children mastered 72 of 100 addition facts by the middle of the grade, with mastery being defined as a two-second response to a given addition fact. A sequence of activities is presented that serves as an outline of the approach taken. (JN)

How the manipulative aid called the "10 frame" can be used to teach the number combinations for 10, the addition facts that bridge 10, and the place value nature of our number system is described. (MNS)

Investigated use of the bus context (boarding/leaving a bus) for introducing addition and subtraction in the first grade, as well as other contexts. Indicates that these contexts influence the use of numbers and operations and that they be taught separately before comparisons are made. Also outlines misconceptions related to bus-numbers. (JN)

An activity for practicing basic addition facts is described. (DT)