Repeating patterning proficiency predicts students' later mathematical proficiency. A comparative multi-case design enabled the present study to compare patterning success and strategy use for repeating patterns of 75 Norwegian 6-year-old grade 1 students. We provided the students with duplicate, extend, transfer, and unit isolation activities in…

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…

This article focuses on students' meaning-making when working with mathematics textbooks from a multimodal approach that encompasses all resources for communication, which is an under researched area. Central to this study are the designed meanings of the textbooks and the affordances discovered by students when working with the textbooks. Video…

Educational apps can help children develop their early numeracy skills, but only if they incorporate certain pedagogical features. AppLINOU is an early numeracy app that was co-designed by a multidisciplinary team to be compatible with the way numeracy is taught in France's preschools. This study of whether incorporating AppLINOU into classroom…

This exploratory study determined the relationship between math instructional activities in Wave (year) 1 and English language learner (ELL) children's math problem-solving performance in Wave (year) 2. The math performance of ELL children (N = 291) in Grades 1, 2, and 3 was tested in two testing waves. Two major findings emerged. First, strategy…

The purpose of this meta-analysis is to examine the effect of problem-posing on students' mathematical academic outcomes, including problem-solving skills, problem-posing skills, mathematical dispositions, and mathematics achievement. Twenty-one studies that were published between 1990 and 2019 with problem-posing as the intervention were included…

In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents' abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children's learning of mathematics. Data, derived from 25 semi-structured interviews…

This study (N=196) examined the extent to which the frequency of parent-child math activities in preschool was associated with children's developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested…

Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students' mathematics utility conceptions--their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed…

Scaling up educational interventions in the STEM (Science, Technology, Engineering, and Mathematics) field is critical but under-researched. We review and draw implications from a series of studies investigating the long-range impact of an implementation of an early mathematics scale-up model based on learning trajectories. Lasting effectiveness…

Children in a first-grade class who were taking their first steps in formal mathematical knowledge were given a sequence of five modelling tasks during their regular mathematics lessons. These tasks were different in nature from the problems they encountered in their textbooks. They are more complex and challenging, requiring analysis of the…

Accurate monitoring and control are essential for effective self-regulated learning. These metacognitive abilities may be particularly important for developing math skills, such as when children are deciding whether a math task is difficult or whether they made a mistake on a particular item. The present experiments investigate children's ability…

In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task…

The "Early Years Generalizing Project" ("EYGP") involves Australian years 1 to 4 (age 5 to 9) students and investigates how they grasp and express generalizations. This paper focuses on data collected from 6 Year 1 students in an exploratory study within a clinical interview setting that required students to identify function…

Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school…