The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

Reported is a teacher's efforts to introduce mental methods in arithmetic to seven-year-olds over a four-week period. (PK)

Three activities and patterns involving the addition table are described, each involving pentagons. (MNS)

Programing a microcomputer to solve problems in whole-number arithmetic, rather than using the built-in operations of the computer, is described. Not only useful, it also enhances important mathematical concepts and is adaptable to a range of student abilities. (MNS)

Findings from a study with first-grade children on addition and subtraction help make a case for a conceptual rather than a mechanized approach to the operations. How base ten blocks were used in the program is illustrated. (MNS)

Patterns of addends are investigated. The activity is related to Dienes' learning theory. (DT)

Four worksheets showing how number patterns may be used to give extra practice and insight into the decimal numeration system and the basic properties of arithmetic. (MM)

The effectiveness of the Multisensory Basic Fact Program to teach addition facts to 115 remedial groups in grades two through six in Australian schools was studied. Performance increased between pre- and posttests and was maintained on the retention test. (MNS)

Students who can compute mathematical problems in their heads have learned a skill that is important for estimating and for understanding the number system. Practice activities that can help students master mental computation skills are described. (PP)

Research conducted in several countries has shown consistent patterns of performance on "change,""combine," and "compare" word problems involving addition and subtraction. These findings are interpreted within a theoretical framework which emphasizes development of levels of word problem-solving ability related to…

A different method of teaching students the basic addition facts is presented. If a child is able to conserve quantity, then the organized program designed to aid in the memorization of facts is possible. (MP)

A method is presented for helping children make a smooth transition from using manipulative materials to using symbols only in solving multidigit addition problems. (MP)

Directions for making a device that parents can use to help children practice basic skills are given. (MK)

A teaching experiment involving 30 third graders investigated the transformation of their concepts of numbers. Observations of their notations and problem-solving procedures show development that progresses from a focus on states to a type of reasoning in which changes become quantifiable "objects of awareness." (SLD)