Five reports from a 2-year study are presented. Frequencies and descriptions of systematic errors in the four algorithms in arithmetic were studied in upper-middle income, regular, and special education classrooms involving 744 children. Children were screened for adequate knowledge of basic facts and for receiving prior instruction on the…

Addition and subtraction of integers can be approached through the use of chips of two colors. (SD)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

Magic squares are used to generate number games similar to tic-tac-toe. Skills that are reinforced include addition of negative numbers and addition and multiplication of fractions. (MP)

Four activity sheets are given, presenting two-player games on matching, addition, and multiplication. (MP)

The paragraph unit that constitutes an addition or subtraction word problem text is discussed and the logical conditions such problems must fulfill are formulated. An attempt is then made to formulate the semantic conditions which will define well-formed addition and subtraction texts. (MN)

Reviews: "ArithMagic (Counting, Addition, Subtraction)" which uses graphics to illustrate/review basic arithmetic concepts; "The Sweet Shop" which uses graphics (and a character called Mr. Jellybean) to teach arithmetic concepts; and "Math Magic," a monster-filled arcade game that teaches addition and subtraction.…

This study: (1) documented the spontaneous derived facts strategies (DGSs) that second-grade children (N=23) used; (2) investigated how training in use of DFSs influenced the solution strategies children used to solve addition and subtraction problems; and (3) examined the role of DFSs in the transition to recall of number facts. (JN)

Possible stages in young children's use of the number line as an aid are described. The practice of using number lines in test items is discussed and criticized. Finally, the wider role of the number line diagrams in mathematics teaching is outlined. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

This study involved 179 9-year-olds and 352 13-year-olds in New Zealand. Four addition and four subtraction tasks were set to ascertain students' ability to use the number line. Comparison of these data with results from the national assessment in the United States are given. (MNS)

Presents activities involving the addition of antinumbers (which uses novel numerical characters); a puzzle which combines practice in working with polynomials and solving simple equations with intriguing facts about turkets; and searching for the number of different right triangles in a given square grid (which helps develop spatial…

Fourth-grade students in Title I mathematics took 40-problem tests to determine types of persistent errors made in addition and subtraction. Tests, administered to 117 students (addition) and 104 students (subtraction), were analyzed for basic fact, random, or procedural errors. Findings are reported and discussed, and recommendations for…

A card game is described which gives students practice with adding integers and which also develops the concept of "opposite." (DT)

This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…