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Megan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
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Xu, Jiajun; Dadey, Nathan – Applied Measurement in Education, 2022
This paper explores how student performance across the full set of multiple modular assessments of individual standards, which we refer to as mini-assessments, from a large scale, operational program of interim assessment can be summarized using Bayesian networks. We follow a completely data-driven approach in which no constraints are imposed to…
Descriptors: Bayesian Statistics, Learning Analytics, Scores, Academic Achievement
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Alnajashi, Sumyah – Journal of Cognitive Education and Psychology, 2021
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…
Descriptors: Computation, Grade 2, Grade 3, Grade 4
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Pongsakdi, Nonmanut; Kajamies, Anu; Veermans, Koen; Lertola, Kalle; Vauras, Marja; Lehtinen, Erno – ZDM: The International Journal on Mathematics Education, 2020
In this study we investigated word-problem (WP) item characteristics, individual differences in text comprehension and arithmetic skills, and their relations to mathematical WP-solving. The participants were 891 fourth-grade students from elementary schools in Finland. Analyses were conducted in two phases. In the first phase, WP characteristics…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Arithmetic, Mathematics Skills
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Hijada, Maximo V., Jr.; Dela Cruz, Melodina L. – Online Submission, 2022
This study was conducted to determine the degree of relationship that exists between learners' level of comprehension and solving skills on mathematical word problems of grades four to six learners in Kang-iras Elementary School. It attempted to establish a relationship between the learners' level of comprehension and solving skills. This research…
Descriptors: Mathematics Instruction, Problem Solving, Correlation, Elementary School Students
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Singer, Vivian; Strasser, Katherine; Cuadro, Ariel – Journal of Educational Psychology, 2019
In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple components of school arithmetic (numeration, computation, and word problems) by analyzing them sequentially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following measures: semantic skills,…
Descriptors: Language Skills, Phonological Awareness, Semantics, Arithmetic
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Park, Yunji; Cho, Soohyun – Educational Psychology, 2017
The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…
Descriptors: Developmental Stages, Elementary School Students, Mathematics Achievement, Correlation
Price, Gavin R.; Eric, Wilkey D. – Grantee Submission, 2017
Recent studies suggest that the relation between nonsymbolic magnitude processing skills and math competence is mediated by symbolic number processing. However, less is known about whether mapping between nonsymbolic and symbolic magnitude representations also mediates that relation, and whether the mediating role of symbolic number processing is…
Descriptors: Mathematics Skills, Symbols (Mathematics), Cognitive Processes, Executive Function
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Malone, Amelia Schneider; Loehr, Abbey M.; Fuchs, Lynn S. – Grantee Submission, 2017
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…
Descriptors: Cognitive Ability, Arithmetic, Fractions, At Risk Students
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Liu, Ru-De; Ding, Yi; Gao, Bing-Cheng; Zhang, Dake – Journal of Experimental Education, 2015
This study aimed to examine the relations among property strategies, working memory, and multiplication tasks with 101 Chinese fourth-grade students. Two multiplication property strategies (associative and distributive) were compared with no strategy and demonstrated differentiated effects on students' accuracy and reaction time. Associative…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 4, Short Term Memory
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LeFevre, Jo-Anne; Berrigan, Lindsay; Vendetti, Corrie; Kamawar, Deepthi; Bisanz, Jeffrey; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L. – Journal of Experimental Child Psychology, 2013
We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency (i.e.,…
Descriptors: Arithmetic, Number Concepts, Number Systems, Executive Function
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Prado, Jérôme; Mutreja, Rachna; Booth, James R. – Developmental Science, 2014
Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a…
Descriptors: Hypothesis Testing, Numeracy, Arithmetic, Computation
Jordan, Nancy C.; Hansen, Nicole; Fuchs, Lynn S.; Siegler, Robert S.; Gersten, Russell; Micklos, Deborah – Grantee Submission, 2013
Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 4, Grade 3
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Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn – Journal of Learning Disabilities, 2009
Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low…
Descriptors: Group Membership, Reading Difficulties, Learning Problems, Learning Disabilities
McLaughlin, Meghan – Online Submission, 2009
The purpose of this paper is to share the results of a fourteen-week study that focused on the effects of teaching mathematics instruction with the implementation of manipulatives in an elementary classroom. Students that fill our classrooms deserve the opportunity to use manipulatives to help them grasp all the different concepts that are taught…
Descriptors: Action Research, Grade 4, Mathematics Instruction, Manipulative Materials
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