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Pernille Bødtker Sunde; Bert De Smedt; Lieven Verschaffel; Peter Sunde – European Journal of Psychology of Education, 2024
Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years…
Descriptors: Grade 1, Addition, Grade 4, Mathematics Achievement
Wong, Terry Tin-Yau; Kwan, Kam-Tai – Developmental Psychology, 2023
The relation to operands (RO) principles describe the relation between operands and answers in arithmetic problems (e.g., the sum is always larger than its positive addends). Despite being a fundamental property of arithmetic, its empirical relation with arithmetic/algebraic problem solving has seldom been investigated. The current longitudinal…
Descriptors: Mathematics Instruction, Arithmetic, Problem Solving, Algebra
Poloczek, Sebastian; Hammerstein, Svenja; Büttner, Gerhard – Journal of Numerical Cognition, 2022
Being able to perform computational estimations efficiently is an important skill. Furthermore, computational estimation experiments are used to study general principles in strategy development. Rounding strategies are common in computational estimation. However, little is known about whether and when children use a mixed-rounding strategy (i.e.,…
Descriptors: Children, Learning Strategies, Mathematics Skills, Computation
Hopkins, Sarah; Russo, James; Siegler, Robert – Mathematical Thinking and Learning: An International Journal, 2022
There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition…
Descriptors: Addition, Grade 3, Grade 4, Elementary School Students
Fouryza, Darin; Amin, Siti Maghfirotun; Ekawati, Rooselyna – International Journal of Evaluation and Research in Education, 2019
This paper dealt with the design of learning tools, that was the development of learning implementation plan or Rencana Pelaksanaan Pembelajaran (RPP) based on Fun and Easy Math (FEM) approach in the form of a number line model. FEM was an approach in order to teach mathematics effectively to students in a fun and easy way according to the…
Descriptors: Lesson Plans, Numbers, Mathematics Instruction, Teaching Methods
Hwang, Sunghwan; Yeo, Sheunghyun; Son, Taekwon – International Electronic Journal of Elementary Education, 2021
Developing textbooks of optimal quality is crucial for enriching the students' learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of denominators. In particular, we investigated Everyday Mathematics (EM) and South Korean mathematics…
Descriptors: Fractions, Addition, Subtraction, Textbook Content
Incikabi, Lütfi; Ayanoglu, Perihan; Uysal, Ramazan – International Electronic Journal of Elementary Education, 2020
This study aimed to reveal the conceptual and operational conceptions of sixth-grade students in the process of division. The focus of the study included the strategies used in the division process, the students' understanding of the division algorithm, and their ability to interpret the remainder in a real-life context. Being qualitative in…
Descriptors: Foreign Countries, Middle School Students, Grade 6, Mathematics Skills
Ziegler, Esther; Edelsbrunner, Peter A.; Star, Jon R. – Journal of Educational Psychology, 2019
Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical…
Descriptors: Interference (Learning), Difficulty Level, Algebra, Mathematics Instruction
Shih, Shu-Chuan; Kuo, Bor-Chen; Lee, Shu-Juan – Educational Psychology, 2019
This study established an online game-based assessment to explore third and fourth graders' performance of computational estimation in addition and subtraction. Students' computational estimation strategies could be automatically recorded and classified in this assessment, and the Higher-Order DINA model was used as a measurement model in order to…
Descriptors: Grade 3, Grade 4, Elementary School Students, Computation
Lamb, Lisa A.; Bishop, Jessica Pierson; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Journal for Research in Mathematics Education, 2018
In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis…
Descriptors: Problem Solving, Grade 2, Grade 4, Grade 7
Torbeyns, Joke; Peters, Greet; De Smedt, Bert; Ghesquière, Pol; Verschaffel, Lieven – British Journal of Educational Psychology, 2016
Background: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal…
Descriptors: Elementary School Students, Grade 3, Grade 4, Elementary School Mathematics
Csíkos, Csaba – Educational Studies in Mathematics, 2016
The focus of this study is the relationship between students' performance in mental calculation and the strategies they use when solving three-digit mental addition problems. The sample comprises 78 4th grade students (40 boys and 38 girls). Their mean age was 10 years and 4 months. The main novelties of the current research include (1)…
Descriptors: Elementary School Mathematics, Elementary School Students, Addition, Mental Computation
Newton, Kristie J.; Willard, Catherine; Teufel, Christopher – Elementary School Journal, 2014
The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related…
Descriptors: Learning Disabilities, Mathematics Instruction, Error Patterns, Influences
Chesney, Marlene – Australian Primary Mathematics Classroom, 2013
Marlene Chesney describes a piece of research where the participants were asked to complete a calculation, 16 + 8, and then asked to describe how they solved it. The diversity of invented strategies will be of interest to teachers along with the recommendations that are made. So "how do 'you' solve 16 + 8?"
Descriptors: Mathematics Instruction, Mental Computation, Mathematical Logic, Addition
Levy, Roy – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2014
Digital games offer an appealing environment for assessing student proficiencies, including skills and misconceptions in a diagnostic setting. This paper proposes a dynamic Bayesian network modeling approach for observations of student performance from an educational video game. A Bayesian approach to model construction, calibration, and use in…
Descriptors: Video Games, Educational Games, Bayesian Statistics, Observation
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