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Kim, Sun A.; Bryant, Diane P.; Bryant, Brian R.; Shin, Mikyung; Ok, Min Wook – Remedial and Special Education, 2023
The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two…
Descriptors: Computation, Intervention, Elementary School Students, Students with Disabilities
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Gutstein, Eric; Romberg, Thomas A. – Journal of Mathematical Behavior, 1995
Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)
Descriptors: Addition, Algorithms, Arithmetic, Cognitive Processes
Harel, Guershon, Ed.; Confrey, Jere, Ed. – 1994
This book is a compilation of recent research on the development of multiplicative concepts. The sections and chapters are: (1) Theoretical Approaches: "Children's Multiplying Schemes" (L. Steffe), "Multiplicative Conceptual Field: What and Why?" (G. Vergnaud), "Extending the Meaning of Multiplication and Division" (B. Greer); (2) The Role of the…
Descriptors: Addition, Arithmetic, Cognitive Development, Division
Resnick, Lauren B. – 1991
This paper proposes a theory that can account for differences between everyday and formal mathematics knowledge and a set of processes by which informal knowledge is transformed into formal mathematics. After an introduction, the paper is developed in five sections. The first section lays out the nature of informal, everyday mathematics knowledge.…
Descriptors: Addition, Early Experience, Elementary Education, Elementary School Mathematics
Carpenter, Thomas P.; And Others – 1982
This material is designed to examine the research on how children acquire basic addition and subtraction concepts and skills. Two major lines of theories of the development of basic number concepts, called logical concept and quantification skill approaches, are identified. Major recurring issues in the development of early number concepts are…
Descriptors: Addition, Basic Skills, Cognitive Processes, Computation
Weaver, J. F. – 1979
This report opens by asking how operations in general, and addition and subtraction in particular, are characterized for elementary school students, and examines the "standard" instruction of these topics through secondary schooling. Some common errors and/or "sloppiness" in the typical textbook presentations are noted, and…
Descriptors: Addition, Behavioral Objectives, Cognitive Objectives, Cognitive Processes
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Carpenter, Thomas P.; And Others – Elementary School Journal, 1996
Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Division