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This case study reports on two Austrian first-grade teachers who centered their teaching of basic addition and subtraction on derived fact strategies. The teachers differed distinctly in their handling of drill. Only one of them made considerable efforts at drilling strategies. In her class, at the end of grade one, there was a high share of fact retrieval even with sums and minuends greater than 10. Conversely, in the other class, more students used derived facts strategies, and some of them repeatedly performed at low speed. While students in both classes demonstrated a sound understanding of strategies, the emphasis on drill in one class might have had negative consequences on one child’s motivation. Possible consequences for future research are discussed.

Mastery of Basic Addition and Subtraction Facts: How Much and What Kind of Drill, at What Time is Sensible?