Many recently added studies concerning reforms on teaching Early Mathematics were taken into consideration by different countries all over the world. The rhetoric that has accompanied such reforms has often justified them in terms of the need to produce citizens who are better able to cope with the demands of the twenty-first century. As an area…

This study aimed to examine the diagrammatic representation skills and problem-solving performances of students according to their problem-solving representations. A cross-sectional survey design using quantitative methods was used in this study. The sample consisted of 31 second-grade and 41 third-grade students from a public primary school in…

Researchers in educational measurement use Differential Item Functioning (DIF) to examine whether test items are functioning uniquely across subgroups of test participants while taking into account their ability level. DIF is essential for test validity arguments, thus making it a necessary part of validity studies. This study examines DIF across…

This study aimed to examine whether a computational thinking (CT) intervention related to (a) number knowledge and arithmetic (b) algebra, and (c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47…

Little is known about mismatches between the language of mathematics testing instruments and the rich linguistic repertoires that African American children develop at home and in the community. The current study aims to provide a proof of concept and novel explanatory item response design that uses error analysis to investigate the relationship…

Background: In several countries, children's math skills have been declining at an alarming rate in recent years and decades, and one of the explanations for this alarming situation is that children have difficulties in establishing the relations between arithmetical operations. Aim: In order to address this question, our goal was to determine the…

Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction "x/y," children are often taught to use "partitioning": break the whole into "y" parts, and shade in "x" parts. Past research has shown that partitioning on number lines supports children's fraction…

Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use "partitioning": Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on…

Both mathematics anxiety and metacognitive monitoring have been identified as associated with or predictive of individual differences in arithmetic achievement in primary school children. Although there are various theoretical reasons for an association between mathematics anxiety and metacognitive monitoring, it is unclear at the empirical level…

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…

We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools…

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…

The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fast and accurate recall. The existing literature suggests that the strategy can help learners improve academic outcomes. Through a cluster randomized controlled trial, we assessed the impact of implementation support on children's mathematics outcomes during a teacher-led…

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…

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction…