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Journal articles on the topic 'Mathematics addition'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Hammond, Paula, and Stephen Lillie. "Mathematics: A for Addition…" Child Care 15, no. 7 (2018): 14–15. http://dx.doi.org/10.12968/chca.2018.15.7.14.

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2

Wang, Yuanhua, Jian Wang, Flores Raymond, and Jianlan Wang. "Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 6 (2023): em2276. http://dx.doi.org/10.29333/ejmste/13202.

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Horizon mathematics knowledge, i.e., teachers’ understanding of how various mathematical topics are interrelated, can help mathematics teachers organize the discrete parts of mathematical content to develop coherent teaching lessons. For example, when teaching whole number addition and subtraction, connections to concepts such as base-10 concepts and the inverse relationship between addition and subtraction could help students solve the addition and subtraction problem better. Thus, teacher training programs have been increasingly promoting this knowledge among pre-service teachers (PSTs) to h

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Cohen, Marion D., and Claudia Henrion. "Women in Mathematics: The Addition of Difference." American Mathematical Monthly 107, no. 10 (2000): 959. http://dx.doi.org/10.2307/2695607.

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Solow, Anita E., and Claudia Henrion. "Women in Mathematics: The Addition of Difference." College Mathematics Journal 30, no. 1 (1999): 77. http://dx.doi.org/10.2307/2687210.

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Feng, Annie Xuemei. "Women in Mathematics: The Addition of Difference." Gifted and Talented International 17, no. 2 (2002): 100–101. http://dx.doi.org/10.1080/15332276.2002.11672995.

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Morales, Armando, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, and José María Sigarreta. "The Theoretical didactic approach to the counterexample in mathematics." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (January 1, 2019): 1510–17. http://dx.doi.org/10.24297/ijrem.v9i1.8013.

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This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.

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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.

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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) a

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Faust, Michael W. "Mathematics Anxiety Effects in Simple and Complex Addition." Mathematical Cognition 2, no. 1 (1996): 25–62. http://dx.doi.org/10.1080/135467996387534.

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9

Jakubík, Ján. "Cyclically ordered groups with unique addition." Czechoslovak Mathematical Journal 40, no. 3 (1990): 534–38. http://dx.doi.org/10.21136/cmj.1990.102406.

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Beqqali, Nabila, Khalid Hattaf, and Naceur Achtaich. "Mathematical Biology in High School Mathematics Education." Journal of Educational and Social Research 13, no. 6 (2023): 326. http://dx.doi.org/10.36941/jesr-2023-0168.

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Mathematical biology has made great progress in recent years, particularly in epidemiology during or even before the COVID-19 pandemic. Mathematical modeling has played a key role in this progress. In this paper, we examine whether the teaching and learning of mathematics in Moroccan high school takes into consideration specialty disciplines such as biology. To do this, we are looking for the applications of biology in the Moroccan mathematical programs in the second year of the baccalaureate option life and earth sciences. First, we analyze the pedagogical guidelines concerning mathematical a

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11

Litwiller, Bonnie H., and David R. Duncan. "Pentagonal Patterns in the Addition Table." Arithmetic Teacher 32, no. 8 (1985): 36–38. http://dx.doi.org/10.5951/at.32.8.0036.

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Teachers of mathematics frequently wish to use nonroutine practice activities in their classrooms to review and maintain arithmetic skills. It is a serendipitous occurrence if students can discover patterns while practicing computation.

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12

Sun, Wei, and Joanne Y. Zhang. "Teaching Addition and Substraction Facts: A Chinese Perspective." Teaching Children Mathematics 8, no. 1 (2001): 28–31. http://dx.doi.org/10.5951/tcm.8.1.0028.

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In its Principles and Standards for School Mathematics, the NCTM suggests that fluency with basic addition and subtraction number combinations is a goal in teaching whole-number computation (NCTM 2000, p. 84). A mastery of lower-order skills instills confidence in students and facilitates higher-order thinking. The ability to automatically recall facts strengthens mathematical ability, mental mathematics, and higher-order mathematical learning. Without this automation, students have difficulty performing advanced operations.

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13

McGeoch, Catherine C. "Parallel Addition." American Mathematical Monthly 100, no. 9 (1993): 867. http://dx.doi.org/10.2307/2324666.

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14

TAŞKIN, Rabia Betül, and Türker SEZER. "Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching." International Journal of Psychology and Educational Studies 9, no. 4 (2022): 1286–306. http://dx.doi.org/10.52380/ijpes.2022.9.4.906.

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This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagog

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Tamba, Kimura Patar, and Wiputra Cendana. "The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 11, no. 1 (2021): 40. http://dx.doi.org/10.25273/pe.v11i1.8311.

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<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statist

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Li, Wenxia, Dongmei Xiao, and Lin He. "DNA ternary addition." Applied Mathematics and Computation 182, no. 2 (2006): 977–86. http://dx.doi.org/10.1016/j.amc.2006.04.051.

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Prahmana, Rully Charitas Indra. "The Hypothetical Learning Trajectory on Addition in Mathematics GASING." Southeast Asian Mathematics Education Journal 5, no. 1 (2015): 49–62. http://dx.doi.org/10.46517/seamej.v5i1.32.

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The purpose of this study is to look at the role of using Mathematics GASING (Math GASING) to help students understand and master the addition concept from the informal level (concrete) to the formal level. The research method used is design research with a preliminary design, teaching experiments, and retrospective analysis stages. This study describes how the Math GASING made a real contribution for students understanding of the concept of addition. The whole strategy and model that requires students to discover, to describe, and to discuss during the construction phase demonstrates how stud

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Sankar, Prasad Mukherjee, and Bera Joydev. "A Brief Account of Ancient Egyptian Mathematics as One of the Greatest Guardian Contribution to the Historical Evolution of Mathematics." Journal of Statistics and Mathematical Engineering 6, no. 1 (2020): 29–34. https://doi.org/10.5281/zenodo.3714297.

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<strong>This paper entails about the amazing capabilities and advancement of ancient Egyptian civilization in the fields of Numerical Mathematics, Geometry and structural </strong><strong>Engineering.</strong><strong> They had used </strong><strong>Heiroglyphic</strong><strong>Hieroglyphic</strong><strong> in their writing system. </strong><strong> They had already evolved the idea of our present day binary system used in computers, decimal system, applied Geometry </strong><strong>in structural Engineering etc. They used Fractions in an in</strong><strong>teresting way with a numerator o

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Contreras, José N., and Armando M. Martínez-Cruz. "Solving Problematic Addition and Subtraction Word Problems." Teaching Children Mathematics 13, no. 9 (2007): 498–503. http://dx.doi.org/10.5951/tcm.13.9.0498.

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Word problems can play a prominent role in elementary school mathematics because they can provide practice with real-life problems and help students develop their creative, critical, and problem-solving abilities. However, word problems as currently presented in instruction and textbooks fail to accomplish these goals (Gerofsky 1996; Lave 1992). This failure is due, in part, to the unrealistic approach needed to solve them: the straightforward application of one arithmetic operation. Consequently, when faced with word problems in which context is critical to the solution, students fail to conn

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20

Sporn, Howard. "Multiplication is to addition as addition is to what?" Mathematical Gazette 107, no. 568 (2023): 84–95. http://dx.doi.org/10.1017/mag.2023.11.

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When children are first taught about multiplication of the natural numbers, it is usually presented as repeated addition. Later, learning about raising to an exponent is presented as repeated multiplication. Then the following analogy is obvious: addition is to multiplication as multiplication is to raising to an exponent. An interesting question is to ask what happens if we go in the other direction. That is, multiplication is to addition as addition is to what? In this paper, we will answer this question, and show that there are several possible operations that could be used to answer the qu

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21

Tyminski, Andrew, Corey Drake, and Tonia Land. "Developing Addition Strategies: Preservice Teachers' Learning From Standards-Based Curriculum Materials." Mathematics Teacher Educator 2, no. 1 (2013): 6–26. http://dx.doi.org/10.5951/mathteaceduc.2.1.0006.

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Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced throu

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William, Kathithe. "Exploring Teachers' use of Resources for Teaching and Learning Mathematics Addition to Grade Three Learners." International Journal of innovative inventions in Social Science and Humanities 02, no. 05 (2025): 38–44. https://doi.org/10.5281/zenodo.15533053.

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Resources for teaching and learning are an essential part of the process of teaching and learning in general, and specifically in mathematics. This article examines how teaching and learning resources are used in addition to mathematics in order to comprehend teachers' perspectives towards the usage of resources in the chosen school. The purpose of this study, which focused only on primary schools, was to ascertain how teaching and learning resources were applied in the teaching of mathematics and how such applications impacted the learning results of the learners. Using a qualitative approach

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23

Howard, Arthur C. "Addition of Fractions—the Unrecognized Problem." Mathematics Teacher 84, no. 9 (1991): 710–13. http://dx.doi.org/10.5951/mt.84.9.0710.

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Anyone who teaches mathematics in grades 4-10 is painfully aware of the difficulty students have with fractions in general and with addition of fractions in particular. This article discusses the tendency of many students to apply an “add the numerators and add the denominators” approach to adding fractions, why they do it, and what should be done about it.

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24

Jakubík, Ján. "On lattice ordered groups having a unique addition." Czechoslovak Mathematical Journal 40, no. 2 (1990): 311–14. http://dx.doi.org/10.21136/cmj.1990.102382.

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25

Mesikepp, Tim. "M-addition." Journal of Mathematical Analysis and Applications 443, no. 1 (2016): 146–77. http://dx.doi.org/10.1016/j.jmaa.2016.05.011.

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26

WODWASKI, NADINE, and JAIME SINUTKO. "Medication Mathematics Competency and Confidence in Nursing Students." Michigan Academician 47, no. 1 (2020): 48–59. http://dx.doi.org/10.7245/0026-2005-47.1.48.

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ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SD

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27

Oktasari, Novika, Syahrilfuddin Syahrilfuddin, and Zetra Hainul Putra. "Fifth grade students’ difficulties in solving addition of fractions." Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education 1, no. 1 (2022): 16–26. http://dx.doi.org/10.31258/ijsteame.1.1.16-26.

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Fractions have been applied in daily life and become a prerequisite in learning mathematics, therefore students have to mastered fractions. Many studies state that learning fractions classified as a difficult topic including addition of fraction. The aim of this study was to determine fifth grade’ difficulties in solving fraction addition problems, and to determine factors that cause their experiencing difficulties in learning addition of fractions. The method of this study was a mixed method. The participants were 29 fifth grade students from a public elementary school in Pekanbaru, Riau prov

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Kim, Minsu. "Implementing Short-Format Podcasts for Preview on Mathematics Self-efficacy and Mathematical Achievement in Undergraduate Mathematics." International Journal for Innovation Education and Research 4, no. 5 (2016): 166–82. http://dx.doi.org/10.31686/ijier.vol4.iss5.549.

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The aims o f this study were to examine the impact of the educational use of short format podcasts before class and to investigate students’ responses to the short format podcasts regarding mathematics self efficacy and mathematical achievement. Data was collected fr om 128 students in 6 sections of Intermediate and College Algebra for two semesters through pre and post tests , questionnaires including the Mathematics Self Efficacy Scale , and semi structured interviews . The data were analyzed by the two subgroups regar ding students who do not watch the short format podcast lectures (NSPL) b

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29

Koch, Sebastian. "Natural Addition of Ordinals." Formalized Mathematics 27, no. 2 (2019): 139–52. http://dx.doi.org/10.2478/forma-2019-0015.

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Nagel, Nancy G., and Cynthia Carol Swingen. "Students’ Explanations of Place Value in Addition and Subtraction." Teaching Children Mathematics 5, no. 3 (1998): 164–70. http://dx.doi.org/10.5951/tcm.5.3.0164.

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Wahyuni, Priska, Saka Aji Pangestu, Itsna Shalihatus Sabila Mursyida, and Aji Pangestu. "The Effect of Mathematical Language On Learning Mathematics." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 617–21. http://dx.doi.org/10.14421/icse.v3.575.

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Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language i

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Van Zanten, Marc, and Marja Van den Heuvel-Panhuizen. "Mathematics Curriculum Reform and Its Implementation in Textbooks: Early Addition and Subtraction in Realistic Mathematics Education." Mathematics 9, no. 7 (2021): 752. http://dx.doi.org/10.3390/math9070752.

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Since the late 1960s, a reform in mathematics education, which is currently known under the name Realistic Mathematics Education (RME), has been taking place in the Netherlands. Characteristic for this approach to mathematics education is that mathematics is not seen as ready-made knowledge but as an activity of the learner. Although much has been written about the big ideas and intentions of RME, and multiple RME-oriented textbooks have been published, up to now the development of this approach to mathematics education has not been thoroughly investigated. In the research reported in this art

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33

Şahin, Seda. "Bibliometric Analysis of Mathematical Modeling Research in Mathematics Education." Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi 61, no. 61 (2025): 151–76. https://doi.org/10.15285/maruaebd.1513165.

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In the field of mathematics education, as in many other fields, comprehensive and summative review studies are an important part of the research that needs to be done in the field. In this way, researchers can manage their research processes with greater efficacy by accessing the most studied topics and studies published in SSCI and SCI-Expanded indexed journals from a single source. This study presents a bibliometric map of qualified studies on mathematical modeling between 2003 and 2023. After searching Web of Science, 178 articles and reviews were identified. According to the results, studi

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Sofyan, Fuaddilah Ali, Adinda Dwi Dinda, Intan Tria Rahayu, Moly Santya, Lisa Septia Ningsih, and Eliyati Eliyati. "EFFORTS TO INCREASE STUDENT LEARNING ENTHUSIASM IN LEARNING ADDITION AND SUBTRACTION THROUGH THE ANIMATED VIDEO "ADDITON AND SUBTRACTION WITH DINOSAURS - MATH FOR KIDS - MATH OPERATIONS”." Jurnal Multidisipliner Kapalamada 1, no. 04 (2022): 532–41. http://dx.doi.org/10.62668/kapalamada.v1i04.416.

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The use of technology in delivering learning materials is very good. As video-based learning are very helpful in learning. Because the learning videos shown are equipped with sound, images and animations that can help students be more motivated in learning. This study aims to analyze the contents of the animated video “Learn Numbers" by Dr. Panda". Student motivation in this study was viewed from the use of video lessons by educators in learning. Does the animation contain learning about mathematics? Can animation educate children? Addition and subtraction in mathematics, namely number operati

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35

Cohen, Marion D. "Women in Mathematics: the Addition of Difference by Claudia Henrion." American Mathematical Monthly 107, no. 10 (2000): 959–63. http://dx.doi.org/10.1080/00029890.2000.12005300.

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36

Jakubík, Ján. "Lattice ordered groups with unique addition must be archimedean." Czechoslovak Mathematical Journal 41, no. 3 (1991): 559–63. http://dx.doi.org/10.21136/cmj.1991.102489.

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Kusumaningtyas, Nopem, and Welas Listianingsih. "Pengembangan Media Cergam Untuk Meningkatkan Minat Belajar Matematika Pada Siswa Sekolah Dasar di Daerah Tertinggal." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 23, no. 1 (2017): 73–79. http://dx.doi.org/10.33503/paradigma.v23i1.372.

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Nowadays, the research on the production of mathematic learning media on the basis of technology is in progress. The purpose of the study is to produce the story media with pictures to improve the students’ interest of learning mathematics. The model used was a procedural model development. Of the data collection based on the questionaires from the proper aspects of contents, language, presentation, and display, it indicated the good average score of 3.61 on Likert scale. In addition, based on the result of survey and experiment towards 20 students as sample at SDN Klampok III Singosari, the c

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Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.

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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher wh

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Kramarenko, T. H., and Yu S. Lohvynenko. "Using the Wolfram|Alpha project to teach future mathematics teachers." CTE Workshop Proceedings 1 (March 21, 2013): 119–20. http://dx.doi.org/10.55056/cte.159.

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Among the most significant Internet projects in the field of computer mathematics are the Sage open-source computer mathematics project (http://www.sagemath.org/) and the Wolfram|Alpha project (http://www.WolframAlpha.com), which uses the Mathematica system of computer mathematics. The Wolfram|Alpha project was launched in 2009, and now has an audience of about 17 million users, according to statistics. Wolfram|Alpha is a representative of the family of online directories, so-called knowledge bases. Unlike conventional search engines, such services do not work with external resources, but with

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Alpaslan, Muhammet Mustafa, and Ozgur Ulubey. "Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics." International Journal of Research in Education and Science 7, no. 4 (2021): 1042–57. http://dx.doi.org/10.46328/ijres.1953.

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The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotio

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Ismail, Mourad E. H., and Jiang Zeng. "Addition theorems via continued fractions." Transactions of the American Mathematical Society 362, no. 02 (2009): 957–83. http://dx.doi.org/10.1090/s0002-9947-09-04868-5.

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McKean, Henry P. "Addition for the acoustic equation." Communications on Pure and Applied Mathematics 54, no. 10 (2001): 1271–88. http://dx.doi.org/10.1002/cpa.10003.

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Kahanec, Frank. "Mathematics Contests." Mathematics Teacher 78, no. 1 (1985): 64–65. http://dx.doi.org/10.5951/mt.78.1.0064.

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Motivating students to become more involved with mathematics can be a troublesome everyday problem. Mathematics contests geared to your student population can be one way to overcome this difficulty. The Forest View Mathematics Department has sponsored and encouraged students’ participation in the American Invitational Mathematics Examination, the Santa Clara contest, and the ICTM computer competition. In addition, we have held three school contests of our own! The purpose of this article is to acquaint you with some of our past experiences and give you some ideas for future contests.

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Aczél, J. "Verallgemeinerte Addition von Dichten." Publicationes Mathematicae Debrecen 7, no. 1-4 (2022): 10–15. http://dx.doi.org/10.5486/pmd.1960.7.1-4.02.

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Loise Mumbua Musango, Margaret Wangui Murugami, and Joel Chomba Wamunyi. "Tactile materials as correlates of performance in mathematics among learners who are blind: The case of Thika high school for the blind, Kiambu County, Kenya." International Journal of Science and Research Archive 12, no. 1 (2024): 600–612. http://dx.doi.org/10.30574/ijsra.2024.12.1.0837.

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The purpose of the study was to assess the use of tactile materials as correlates of performance in Mathematics among learners in Thika High School for the Blind. The objectives were to: identify the tactile Mathematics materials used by teachers while teaching learners who are blind, explore the adequacy of the tactile teaching and learning materials, and identify the challenges that teachers face in adapting Mathematic tactile teaching materials. This study adopted social constructivism theory and used a case study research design. Target population was 85 respondents comprising 5 Mathematic

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Elbehary, Samah Gamal Ahmed, and Fatima Hamada Bassiouny Aboseira. "Portraying mathematics teachers’ knowledge for teaching the addition of fractions through representations." International Journal of research in Educational Sciences 5, no. 4 (2022): 303–42. http://dx.doi.org/10.29009/ijres.5.4.8.

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eaching the concept of fractions to students stays challenging, yet representations define an effective strategy to overcome such a challenge. Considering the impact of teachers’ knowledge on students’ achievement, this study aimed at portraying mathematics teachers’ knowledge for teaching fractions through representations, precisely, the addition process that remains a prerequisite to other operations. Hence, a purposefully selected sample of novice mathematics teachers was asked to propose a pedagogical activity through which the addition of fractions could be taught to early-age students. L

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Aulia, Sandy, Asep Sukenda Egok, and Fitria Lestari. "Pengembangan Media Kotak Berhitung Penjumlahan dan Pengurangan." Journal of Elementary School (JOES) 6, no. 2 (2023): 496–506. http://dx.doi.org/10.31539/joes.v6i2.7097.

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This research aims to develop a product in the form of Addition and Subtraction Counting Box Media Development in Grade I Mathematics Learning at SD Negeri Nawangsasi which is valid, practical and effective for use in learning. This research is a development research with four-D development model. Data collection techniques used interviews, observations, questionnaires and tests. Based on the results of the assessment analysis by the three validity experts with an average score of 0.81, it shows that the Addition and Subtraction Counting Box Media in Mathematics Learning meets very valid crite

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Ardiansah, Dodi, Mia Yusmianti, and Anugrah Ramadhan Firdaus. "MATHEMATICAL LEARNING MOTIVATION OF SUBMISSION AND REDUCTION OF PARTICIPANTS IN PRIMARY SCHOOL USING REALISTIC MATHEMATICS EDUCATION (RME)." PrimaryEdu - Journal of Primary Education 3, no. 1 (2019): 27. http://dx.doi.org/10.22460/pej.v3i1.1223.

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This study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class III of SDN 1 Sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. Based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in th

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Floyd, Robert W., and Donald E. Knuth. "Addition Machines." SIAM Journal on Computing 19, no. 2 (1990): 329–40. http://dx.doi.org/10.1137/0219022.

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Yang, Dilian. "The symmetrized Sine addition formula." Aequationes mathematicae 82, no. 3 (2011): 299–318. http://dx.doi.org/10.1007/s00010-011-0093-y.

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