Presents a first-semester course in mathematics for 6-year-old children by formulating certain general requirements for the curriculum and the instructional methods with the aim of leading children to form their initial mathematical concepts. (ASK)

Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations.…

Examined whether 5- and 6-year-olds understand that addition and subtraction cancel each other and whether this understanding is based on identity or quantity of addend and subtrahend. Found that children used inversion principle. Six- to eight-year-olds also used inversion and decomposition to solve a + b - (B+1) problems. Concluded that…

Six- to eight-year-old children (N=42) who were identified by their teachers as within the average range of ability in mathematics were individually tested on three different mathematics tasks. On the flashcard task and the nonverbal task where children replicated the number of buttons placed under a box, the same 14 addition problems with sums up…

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

A longitudinal study investigated children's ability to infer, from initial and final relative numerosity information, which of four transformations of a stimulus array had occurred: addition, subtraction, expansion, or contraction. It was expected that performance would reflect a sequence of three levels in understanding the effects of addition…

This book of supplemental exercises is one of a series of books designed to provide educational materials for students in addition to the instructional texts in the Adult Learning Skills Program. Exercises in this basic level book are for the mathematics subject area. Course numbers and exercise topics are: 101 (shapes, sizes, numerals, sequencing…

The primary objective of this study was to provide an experimental model of children's representations of addition and subtraction concepts viewed as constructed schemes. How children with different counting schemes differ in their addition and subtraction concepts and how the types of problems children solve correlate with the addition and…

Motivation for practicing basic arithmetic skills is provided by activities based on dart board games. There activities also require participants to devise winning strategies, adding enrichment to the game-type drills. (JP)

This study was an attempt to provide some evidence on the effects of calculator usage with primary-age children. Specifically, the study compared the performance of children who had access to calculators for an extended period of time, and whose teachers used calculators in specified instructional ways, with children who did not have access to…

The four studies reported in this document deal with aspects of assessing students' performance on computational skills. The first study grew out of a need for an instrument to measure students' speed at recalling addition facts. This had seemed to be a very easy task, but it proved to be much more difficult than anticipated. The second study grew…

This paper presents the results of three experiments studying routine problem-solving tasks in simple addition and subtraction. Indications are that children tend to solve such problems by internalized counting procedures which may be learned independently as a consequence of practice in problem solving. Brief descriptions of exploratory studies…

This study was concerned with the verification of a learning hierarchy for the mathematical task of adding fractions, when group learning procedures involving teacher-student interaction were used. Through a task analysis procedure a hierarchy of 13 subordinate skills was hypothesized, behavioral objectives were specified, and a curriculum…

The purpose of this study was to survey and examine the history of teaching of the basic addition facts in elementary school mathematics in the United States from colonial times to 1950. This examination is intended to provide insight into the causes of frustrations in teaching the facts in the past and possibly serve to alleviate anxiety in the…