Integers present a global challenge for students due to their abstract nature and complex operations. To delve into the challenge students encountered, error analysis served as an alternative method to investigate errors diagnostically. This study aimed to explore error patterns related to integer addition and subtraction among seventh-grade…

Fraction arithmetic facility is fundamental to learning more advanced math topics. However, attaining the ability to add and subtract fractions is hard for many students. The present longitudinal study examined students' growth on simple addition and subtraction word problems between fourth and sixth grades (N = 536). Latent class growth analyses…

National and state standards in the US have emphasized the importance of solving and posing word problems in students' mathematics learning for decades. Therefore, it is essential for prospective teachers (PTs) to have the mathematical knowledge necessary to teach these skills to their future students. Unfortunately, little research has…

Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language…

There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition…

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…

This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults…

This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp's notions of relational and instrumental understanding of mathematics and Sfard's participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners'…

Teaching of addition, subtraction, multiplication and division in mathematics starts from the first years of primary school. The learning output for four operations (addition, subtraction, multiplication and division) affects student success at every level of mathematics education from primary to higher education. At this point errors,…

The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We…

In this research, we examined how 200 students in seventh grade (around 12 years old) solved simple addition problems. A cluster approach revealed that less than half of the cohort displayed proficiency with simple addition: 35% predominantly used min-counting and were accurate, and 16% frequently made min-counting errors. Students who frequently…

Purpose: The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks. Design/methodology/approach: The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student…