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…

The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group (n = 27), and an…

Background: Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both…

This article reports results from a study investigating the impact of a sustained, comprehensive early algebra intervention in third grade. Participants included 106 students; 39 received the early algebra intervention, and 67 received their district's regularly planned mathematics instruction. We share and discuss students' responses to a written…

Although learning mathematics certainly depends upon accurate understanding of the facts of multiplication, it requires much more. This study examines the relationship between a meaningful understanding of arithmetic operations and the mastery of basic facts. The study began with a joke about a mistaken mathematical fact. The children appreciated…

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as…

Deficits in basic numerical processing have been identified as a central and potentially causal problem in developmental dyscalculia; however, so far not much is known about the typical and atypical development of such skills. This study assessed basic number skills cross-sectionally in 262 typically developing and 51 dyscalculic children in…

This study explored the arithmetic skills of 39 children with arithmetic learning difficulties (ALD), compared to two control groups, one consisting of normally achieving children matched to the ALD sample for chronological age (n =28), and another comprising younger normally achieving children matched to the ALD sample for arithmetic level (n…