This study is the first to examine the associations between the occurrence, frequency, and adaptivity of children's subtraction by addition strategy use (SBA; e.g., 712 - 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) and their underlying conceptual knowledge. Specifically, we focused on two rarely studied…

In their recent article on teachers' proportional reasoning, Copur-Gencturk et al. (2022) draw attention to a type of strategy that they call "relative", lodged right between additive and multiplicative thinking. This strategy raised interest in our research team, as it aligned well and helped give stronger meaning to some strategies…

As early as first grade, some children are more likely than others to perform arithmetic using inefficient or other overt counting strategies. To partially address this problem, the primary investigator developed a skill hierarchy with procedures based on applied behavior analysis. The novel early-intervention program included a combination of…

Background: Base-ten thinking (BTT) -- children's ability to reason in tens and ones is a crucial measure of Foundation Phase learners' mathematical performance in South Africa. Aim: The study looks at the six learners using BTT to solve additive tasks through two different assessments. Setting: Six purposely selected Grade 3 learners in…