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Direct linkDavenport, Jodi L.; Kao, Yvonne S.; Johannes, Kristen N.; Hornburg, Caroline Byrd; McNeil, Nicole M. – Journal of Research on Educational Effectiveness, 2023
A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children's Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) nontraditional…
Descriptors: Mathematics Instruction, Mathematical Concepts, Difficulty Level, Arithmetic
Download full textDavenport, Jodi L.; Kao, Yvonne S.; Johannes, Kristen N.; Byrd Hornburg, Caroline; McNeil, Nicole M. – Grantee Submission, 2022
A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children's Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) non-traditional…
Descriptors: Intervention, Mathematics Instruction, Teaching Methods, Comparative Analysis
McNeil, Nicole M.; Hornburg, Caroline Byrd; Brletic-Shipley, Heather; Matthews, Julia M. – Journal of Educational Psychology, 2019
Elementary school children (ages 7-11) struggle to understand mathematical equivalence, a foundational prealgebraic concept. Some manipulations to the learning environment, including well-structured nontraditional arithmetic practice alone, have been shown to improve children's understanding; however, improvements have been modest. The goal of…
Descriptors: Children, Intervention, Arithmetic, Elementary School Students
McNeil, Nicole M.; Fyfe, Emily R.; Dunwiddie, April E. – Journal of Educational Psychology, 2015
This experiment tested if a modified version of arithmetic practice facilitates understanding of math equivalence. Children within 2nd-grade classrooms (N = 166) were randomly assigned to practice single-digit addition facts using 1 of 2 workbooks. In the control workbook, problems were presented in the traditional "operations = answer"…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 2, Arithmetic
McNeil, Nicole M.; Chesney, Dana L.; Matthews, Percival G.; Fyfe, Emily R.; Petersen, Lori A.; Dunwiddie, April E.; Wheeler, Mary C. – Journal of Educational Psychology, 2012
This experiment tested the hypothesis that organizing arithmetic fact practice by equivalent values facilitates children's understanding of math equivalence. Children (M age = 8 years 6 months, N = 104) were randomly assigned to 1 of 3 practice conditions: (a) equivalent values, in which problems were grouped by equivalent sums (e.g., 3 + 4 = 7, 2…
Descriptors: Arithmetic, Elementary School Students, Grade 2, Grade 3
McNeil, Nicole M. – Child Development, 2008
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __),…
Descriptors: Children, Grade 2, Grade 3, Grade 5
