Publication Date
In 2025 | 0 |
Since 2024 | 3 |
Since 2021 (last 5 years) | 16 |
Since 2016 (last 10 years) | 27 |
Since 2006 (last 20 years) | 45 |
Descriptor
Source
Author
Fuchs, Lynn S. | 6 |
Alexandria A. Viegut | 2 |
Allison S. Liu | 2 |
Ana C. Stephens | 2 |
Chloe Byrne | 2 |
Cirino, Paul T. | 2 |
Compton, Donald L. | 2 |
Conley, AnneMarie | 2 |
Erin Ottmar | 2 |
Fuchs, Douglas | 2 |
Hamlett, Carol L. | 2 |
More ▼ |
Publication Type
Reports - Research | 32 |
Journal Articles | 20 |
Dissertations/Theses -… | 10 |
Speeches/Meeting Papers | 3 |
Tests/Questionnaires | 3 |
Reports - Evaluative | 2 |
Numerical/Quantitative Data | 1 |
Reports - Descriptive | 1 |
Education Level
Elementary Education | 45 |
Secondary Education | 29 |
Middle Schools | 27 |
Junior High Schools | 26 |
Grade 8 | 20 |
Grade 7 | 12 |
High Schools | 11 |
Higher Education | 9 |
Postsecondary Education | 9 |
Grade 9 | 8 |
Intermediate Grades | 8 |
More ▼ |
Audience
Location
North Carolina | 4 |
California | 3 |
Texas | 3 |
United States | 3 |
Mississippi | 2 |
Australia | 1 |
Bulgaria | 1 |
Canada | 1 |
China | 1 |
Florida | 1 |
Indiana | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Alexandria A. Viegut; Ana C. Stephens; Percival G. Matthews – Grantee Submission, 2024
Researchers from multiple disciplines have found that fractions and algebra knowledge are linked. One major strand of research has identified children's "units coordination" structures as crucial for success with fractions and algebra via multiplicative reasoning, whereas a second strand of research points to "magnitude…
Descriptors: Fractions, Algebra, Mathematics Instruction, Grade 8
Alexandria A. Viegut; Ana C. Stephens; Percival G. Matthews – Investigations in Mathematics Learning, 2024
Researchers from multiple disciplines have found that fractions and algebra knowledge are linked. One major strand of research has identified children's "units coordination" structures as crucial for success with fractions and algebra via multiplicative reasoning, whereas a second strand of research points to "magnitude…
Descriptors: Fractions, Algebra, Mathematics Instruction, Grade 8
Atiye Ayyildiz Altinbas; Erhan Ertekin; Süleyman Solak – International Journal of Mathematical Education in Science and Technology, 2024
This study was performed to determine preservice elementary mathematics teachers' solution performance of systems of linear equations using geometric representation, algebraic representation and transition from geometric representation to the algebraic representation and the predictive role of preservice elementary mathematics teachers'…
Descriptors: Elementary School Teachers, Mathematics Teachers, Problem Solving, Equations (Mathematics)
Ding, Meixia; Byrnes, James; Ke, Xiaojuan – Journal of Educational Psychology, 2023
This exploratory study examined whether instruction aligned with the Institute of Education Sciences recommendations (i.e., use of worked examples, representations, deep questions) predicts student learning of early algebra, particularly inverse relations, in elementary classrooms. Instructional quality was determined through an…
Descriptors: Educational Quality, Mathematics Instruction, Mathematics Achievement, Algebra
Matthews, Percival G.; Fuchs, Lynn S. – Child Development, 2020
Algebraic competence is a major determinant of college access and career prospects, and equal sign knowledge is taken to be foundational to algebra knowledge. However, few studies have documented a causal effect of early equal sign knowledge on later algebra skill. This study assessed whether second-grade students' equal sign knowledge…
Descriptors: Symbols (Mathematics), Grade 2, Grade 4, Elementary School Students
Jenny Yun-Chen Chan; Chloe Byrne; Janette Jerusal; Allison S. Liu; Justin Roberts; Erin Ottmar – Grantee Submission, 2023
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12-13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between…
Descriptors: Game Based Learning, Educational Games, Problem Solving, Mathematics Achievement
Jenny Yun-Chen Chan; Chloe Byrne; Janette Jerusal; Allison S. Liu; Justin Roberts; Erin Ottmar – British Journal of Educational Technology, 2023
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12-13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between…
Descriptors: Game Based Learning, Educational Games, Problem Solving, Mathematics Achievement
Veith, Joaquin Marc; Girnat, Boris; Bitzenbauer, Philipp – EURASIA Journal of Mathematics, Science and Technology Education, 2022
Recent research has boosted the inclusion of introductory group theory into secondary and undergraduate mathematics education due to manifold potentials, e.g., with regards to the promotion of students' abstract thinking. However, in addition to research on cognitive processes, learners' affective characteristics have largely remained unexplored…
Descriptors: Algebra, Mathematics Instruction, Affective Behavior, Student Characteristics
Jennifer Swann Jacobson – ProQuest LLC, 2021
Eighth-grade students who are placed into Algebra 1 but fail end-of-course exams may experience lowered grade point averages (GPAs) and loss of motivation for math or avoid taking advanced mathematics courses in high school. Middle-achieving students present challenges in terms of mathematics placement. Self-efficacy theory and locus of control…
Descriptors: Middle School Students, Grade 8, Algebra, Mathematics Achievement
Hornburg, Caroline Byrd; Devlin, Brianna L.; McNeil, Nicole M. – Journal of Educational Psychology, 2022
Does the timing of children's formal understanding of mathematical equivalence matter for algebra readiness? A change-resistance account (McNeil & Alibali, 2005) predicts that it is beneficial for children to construct a formal understanding of mathematical equivalence in the early grades before overly narrow operational patterns become…
Descriptors: Algebra, Readiness, Predictor Variables, Elementary School Students
Carlos Alexander Bocel – ProQuest LLC, 2021
Prior research in mathematical assessments has indicated varying results of predictive variables and further research has been recommended to support students, parents, teachers, and school administration. The purpose of this research was to determine how well a student's performance on a mathematics domain at the state level may be predicted…
Descriptors: School Districts, Predictor Variables, Mathematics Tests, Racial Differences
Reichel, Katherine V. – ProQuest LLC, 2023
New York State public school students in grades 3-8 are required to take the Common Core assessments, now based on Next Generation Learning Standards, in English language arts and mathematics. Students are also required to take English and Algebra Regents exams in high school. Elementary students who often perform on-grade level in the classroom…
Descriptors: High Stakes Tests, Student Evaluation, Elementary School Students, Common Core State Standards
Covington, Azure C.; Sheppard, Peter; Flint, Tori K.; Tackie, Nii A. – Journal of Educational Issues, 2019
In this study we investigated the relationship between urban eighth grade students' Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the…
Descriptors: Mathematics Achievement, Mathematics Instruction, Middle School Students, Middle School Mathematics
Isabella Starling Alves – ProQuest LLC, 2021
Fractions are highly important. Therefore, it is crucial to understand the developmental trajectory of fraction knowledge and its main predictors and consequences. Our research team has proposed that we have a neurocognitive architecture dedicated to processing nonsymbolic ratios, which serves as a startup tool for fractions: the Ratio Processing…
Descriptors: Fractions, Mathematics Instruction, Mathematics Skills, Knowledge Level
Xu, Chang; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Di Lonardo Burr, Sabrina; Lafay, Anne; Wylie, Judith; Osana, Helena P.; Douglas, Heather; Maloney, Erin A.; Simms, Victoria – Developmental Psychology, 2021
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…
Descriptors: Foreign Countries, Arithmetic, Mathematics Skills, Age Differences