The author describes an experiment to compare performance of grade 1-3 children on the various types of open sentence associated with basic number facts, and suggests some explanations for the results obtained. (MM)

The article reviews the development of mathematics error analysis as a means of diagnosing students' cognitive reasoning. Errors specific to addition, subtraction, multiplication, and division are described, and suggestions for remediation are provided. (CL)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

The procedures used by first- and second-grade children in solving addition problems are investigated. The subjects were 56 pupils from a parochial school in Ithaca, New York. The data indicate that first graders add by counting, while second graders use both counting and noncounting methods. (MP)

Two studies investigated a strategy for teaching addition facts to preschool and first grade children. Making explicit the relationship among easier facts was supported. (MP)

Novel practice exercises for addition and subtraction using a special number puzzle called a number chain are suggested. (MK)

The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)

Analyzed conceptual and linguistic complexities of matching situation word problems. Found a four-level progression in conceptualizing and solving these problems: Relational ("who had more/less" but not "how much more/less"); Language Cue (equalizing or compare language); Understand Matching Situations (difference between two…

Examined patterns of conceptual and procedural knowledge of addition in 5- to 8-year-olds. Found that children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Also found that profiles of procedural competence were…

Investigates children's knowledge of concrete versions of additive composition, commutativity, and associativity. Reports that in study one, four-to five-year-olds (n=24) and five- to six-year-olds (n=25) judged the equivalence of conceptually related addition problems using groups of objects. States that in study two, five- to six-year-olds…

Three experiments examined whether children, like adults, can surpress interference effects when retrieving from long-term memory to solve arithmetic problems. Found that the associations between a number pair and its sum or product are of sufficient strength during the elementary school years to produce interference effects, depending on the age…