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Additional Readings

Baroody, A. (2006). Why children have difficulties mastering the basic number combinations and how to help them. Mathematics Teaching in the Middle School, 13(1), 22-27.

Brownell, W. A., & Chazal, C. B. (1935). The effects of premature drill in third-grade arithmetic. Journal of Educational Research, 29, 17-28.

Burns, M. (1995). Timed tests. Teaching Children Mathematics, 1, 408-409.

Crespo, S., Kyriakides, A. O., & McGee, S. (2005). Nothing “basic” about basic facts: exploring addition facts with fourth graders. Teaching Children Mathematics, 12(2), 60-67.

Isaacs, A. C., & Carroll, W. M. (1999). Strategies for basic-facts instruction. Teaching Children Mathematics, 5, 508-515.

Kamii, C., Lewis, B. A., & Booker, B. M. (1998). Instead of teaching missing addends. Teaching Children Mathematics, 4, 458-461.

Leutzinger, L. P. (1999). Developing thinking strategies for addition facts. Teaching Children Mathematics, 6, 14-18.

Leutzinger, L. P. (1999). Facts that last: A balanced approach to memorization [separate books for each operation]. Mountain View, CA: Creative Publications.

Hope, J. A., Leutzinger, L., Reys, B. J., & Reys, R. R. (1987). Mental math in the primary grades. Palo Alto, CA: Dale Seymour.

Thornton, C. A. (1990). Strategies for the basic facts. In J. N. Payne (Ed.), Mathematics for the young child (pp. 133-151). Reston, VA: National Council of Teachers of Mathematics.

Thornton, C. A., & Jones, G. A. (1994). Computation sense. In C. A. Thornton & N. S. Bley (Eds.), Windows of opportunity: Mathematics for students with special needs (pp. 205-227). Reston, VA: National Council of Teachers of Mathematics.






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