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Björklund, Camilla; Ekdahl, Anna-Lena; Runesson Kempe, Ulla – Mathematical Thinking and Learning: An International Journal, 2021
We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The…
Descriptors: Preschool Education, Teaching Methods, Numbers, Intervention
Samuelsson, Joakim – International Journal for Mathematics Teaching and Learning, 2011
In this study, we investigated to what extent arithmetic ability and self-regulated learning skills in the beginning of lower secondary school predicts measures of students' performance in mathematics at the end of lower secondary school. Arithmetic ability and self-regulated learning skills were tested the first two weeks in lower secondary…
Descriptors: Mathematics Achievement, Academic Achievement, Numbers, Arithmetic
Rogers, Jennifer P. – Early Child Development and Care, 2008
Surprisingly little is known about the extent of children's knowledge about number beyond their ability to recite, read and write numbers and count quantities of objects. There is little information on the extent to which children are aware of how number is used in their everyday environment or of how much they gain from such early exposure. The…
Descriptors: Problem Solving, Arithmetic, Numeracy, Number Concepts

Af Ekenstam, Adolf; Greger, Karl – Educational Studies in Mathematics, 1983
Results are reported from a study of the problem-solving abilities of Swedish children aged 12-13. Illustrative problems and conclusions are given to describe a method for defining and testing problem solving. (MNS)
Descriptors: Elementary Education, Elementary School Mathematics, Mathematics Instruction, Number Concepts

Hedren, Rolf – Educational Studies in Mathematics, 1985
Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)
Descriptors: Calculators, Computation, Educational Research, Elementary Education