The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that…

Theoretical analysis of whole number-based calculation strategies and digit-based algorithms for multi-digit multiplication and division reveals that strategy use includes two kinds of reasoning: reasoning about the relations between numbers and reasoning about the relations between operations. In contrast, algorithms aim to reduce the necessary…

A first application of multilevel latent class analysis (MLCA) to educational large-scale assessment data is demonstrated. This statistical technique addresses several of the challenges that assessment data offers. Importantly, MLCA allows modeling of the often ignored teacher effects and of the joint influence of teacher and student variables.…

Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese…

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory,…

The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and…

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a…

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

Understanding of base 10 and place value are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge,…