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Direct linkTaylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Learning Disabilities Research & Practice, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency. Math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. However, while recent studies have found that growth in magnitude knowledge mediates fractions…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Taylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Grantee Submission, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency, and math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. While recent studies have found that growth in magnitude knowledge mediates fractions intervention…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Zahra Pourazima; Vahid Borji; Hassan Alamolhodaei – International Journal of Mathematical Education in Science and Technology, 2025
The basic notions of combinatorics, including systematic listing and permutations, are important topics of mathematics that are recommended to be learned eventually from elementary schools. However, there is little research in mathematics education regarding elementary students' combinatorial strategies. The purpose of this research is to…
Descriptors: Mathematics Instruction, Grade 3, Elementary School Students, Numbers
Gena Nelson; Eunji Kong; Sarah Quinn; Derek Kosty; Emily J. Wilke; Ben Clarke – Learning Disabilities Research & Practice, 2025
This scoping review describes mathematics intervention studies that include initial skill moderation analyses. Sixteen studies were included that focused on students with or at risk for mathematics difficulties (MD). The results revealed that mathematics intervention studies with initial skill moderation analyses focused on students in…
Descriptors: Mathematics Instruction, Intervention, Mathematics Skills, Educational Research
Stacy K. Boote; Terrie M. Galanti; Danielle Felicien; Tara Kelly – Mathematics Teacher: Learning and Teaching PK-12, 2025
Teachers and teacher educators have been sharing strategies and resources for implementing mathematics routines in National Council of Teachers of Mathematics (NCTM) journals for years. A less commonly shared mathematics routine, especially with young learners, is "Clothesline Math" (Shore, 2017, 2018). In this routine, teachers create…
Descriptors: Mathematics Instruction, Visual Aids, Early Childhood Education, Mathematics Skills
Paul Andrews; Jöran Petersson; Judy Sayers; Eva Rosenqvist – International Journal of Mathematical Education in Science and Technology, 2025
In this paper, drawing on semi-structured interviews with generalist teachers of year-one children in England and Sweden, we examine comparatively the influence of the intended curriculum (teachers in both countries work within mandated national curricula) and the received curriculum (the collectively assumed efficacious practices and goals handed…
Descriptors: Foreign Countries, Elementary School Teachers, Grade 1, Elementary School Curriculum
Marina Vasilyeva; Elida V. Laski; Beth Casey; Spyros Konstantopoulos; Linxi Lu; Jiwon Ban; Sophia Betar; Hyun Young Cho; Muanjing Wang – Grantee Submission, 2025
This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational…
Descriptors: Elementary School Mathematics, Elementary School Students, Elementary School Teachers, Grade 1
Yuting Liu; Peng Peng; Xueye Yan – Grantee Submission, 2025
In this meta-analysis of 54 longitudinal studies with over 58,000 students in kindergarten through 12th grade, we examined the predictive nature of early numeracy measured at or before the first year of formal schooling in relation to later mathematics. Results showed that early numeracy significantly predicted mathematics measured after 6 months…
Descriptors: Numeracy, Mathematics Skills, Mathematics Education, Predictor Variables
