Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Arithmetic | 3 |
| Grade 5 | 3 |
| Mathematics Instruction | 3 |
| Prior Learning | 3 |
| Children | 1 |
| Drills (Practice) | 1 |
| Elementary School Students | 1 |
| Equations (Mathematics) | 1 |
| Family Characteristics | 1 |
| Foreign Countries | 1 |
| Grade 2 | 1 |
| More ▼ | |
Author
| Aldrup, Karen | 1 |
| Durkin, Kelley | 1 |
| Guill, Karin | 1 |
| Hilz, Anna | 1 |
| Köller, Olaf | 1 |
| McNeil, Nicole M. | 1 |
| Rittle-Johnson, Bethany | 1 |
| Roloff, Janina | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Grade 5 | 3 |
| Intermediate Grades | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Middle Schools | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHilz, Anna; Guill, Karin; Roloff, Janina; Aldrup, Karen; Köller, Olaf – Journal of Computer Assisted Learning, 2023
Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific…
Descriptors: Mathematics Instruction, Student Characteristics, Knowledge Level, Prior Learning
Durkin, Kelley; Rittle-Johnson, Bethany – Learning and Instruction, 2012
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal…
Descriptors: Mathematics Instruction, Arithmetic, Models, Instructional Materials
McNeil, Nicole M. – Child Development, 2008
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __),…
Descriptors: Children, Grade 2, Grade 3, Grade 5
