Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…

This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational…

LXD Research conducted a study to evaluate the impact of the Zaner-Bloser Kickstart: Number Sense program, a math intervention designed to enhance foundational math skills among first and second-grade students in an Oregon school district over a three-year period from spring 2019 to Spring 2023. The program was implemented in two schools, engaging…

Teachers' knowledge, beliefs, and attitudes contribute to the success of classroom instruction. Teaching approaches that are informed by teachers' good content knowledge of mathematics they teach are regarded as more effective and produce high learning outcomes. It is critical that teachers possess both content and pedagogical content knowledge as…

Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…

This research project focuses on identifying the difficulties that children between 6-7 years-old have in learning natural numbers, when working a teaching model with a Von Neumann formal mathematical basis. In this study, we present the analysis of the experimentation with a first-grade class in the construction of zero and one numbers,…

This study investigated the role of tools in supporting students to reason about even and odd numbers. Participants included Kindergarten, Grade 1, and Grade 2 students (ages 5-8) at two schools in the USA. Students took part in a cross-sectional early algebra intervention in which they were asked to generalize, represent, justify, and reason with…

The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of…

This study utilized a partially nested randomized control design to investigate the impact of Fusion, a first-grade math intervention. Blocking on classrooms, students were randomly assigned to one of the three conditions: a Fusion two-student group, a Fusion five student group, or a no-treatment control group. Two primary research questions were…

This chapter focuses on the interaction of two first graders as they attempt to make sense of a particular instructional context for learning negative numbers. The context is one where they move an elevator to a building's floors above and below ground in order to model integer addition and subtraction problems. In particular, the focus of the…

Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math…

This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

This study utilized a partially nested randomized control design to investigate the impact of Fusion, a first grade math intervention. Blocking on classrooms, students were randomly assigned to one of three conditions: a Fusion two student group, a Fusion five student group, or a no treatment control group. Two primary research questions were…

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

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.…