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…

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…

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…

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…

Mathematics discourse is a teaching approach that encourages student discussion and reveals an understanding of concepts as students engage in mathematical reasoning and debate (Cobb 2006). Grabowski and Ke (2007) posit that students have significantly higher achievement and positive attitudes toward mathematics after participating in gaming…

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…

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…

Linear board games have shown great promise as tools to teach whole number concepts (Ramani & Siegler, 2008), but little is known about their utility for supporting negative integer concepts. This study sought to extend the use of linear board games to teach integer concepts. Forty-eight first graders (ages 6-7) counted along an integer board…

"Progress in Mathematics[C] 2006" is a new core curriculum for students in kindergarten through grade 6. "Progress in Mathematics[C] 2006" differs substantively from "Progress in Mathematics[C] 2000" in both content and assessment material. "Progress in Mathematics[C] 2006" uses a sequence of systematic…

This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected…