The relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments. The current study uses teacher audio…

In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math…

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…

The purpose of this study was to explore parents' views about elementary age children regarding the role that prior knowledge and availability of resources play in relation to students' achievement on the New York State math exam. This qualitative study included interviews with ten mothers (one Indian, one Caucasian, one African American, and…

Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We…

The purpose of this study was to conduct a direct replication of the study of Bressoux and Bianco of 2004 regarding long-term effects of teachers in primary education on language and mathematics achievement of students. They found a short-term effect of the teacher in the same grade, but they did not find a long-term effect of the teacher of the…

In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…

Recent psychological studies as well as research findings in mathematics education highlight the significance of early number skills for the child's achievement in mathematics at the end of primary school. In this context, first results from an ongoing four-year longitudinal study are reported. The study investigates the development of early…

The present study tested the "interference hypothesis"-that learning and using more advanced representations and strategies requires the inhibition of prior, less advanced ones. Specifically, it examined the relation between inhibitory control and number line estimation performance. Experiment 1 compared the accuracy of adults' (N = 53)…

Varied academic ability is a problem across the country and is the focus of this action research project report. The four teacher researchers were searching for way to reach all learners with their mathematics instruction. The purpose of the research was to increase mathematical performance in a varied ability math classroom. To address varied…