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Download full textWhat Works Clearinghouse, 2014
The 2011 study, "Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children's Understanding of Mathematical Equivalence," examined the effects of addition practice using nontraditional problem formats on students' understanding of mathematical equivalence. In nontraditional problem formats, operations appear on…
Descriptors: Mathematics Instruction, Elementary School Students, Addition, Teaching Methods
Direct linkMiller, Kelli C.; Skinner, Christopher H.; Gibby, Lana; Galyon, Charles E.; Meadows-Allen, Sadonya – Journal of Behavioral Education, 2011
A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3…
Descriptors: Generalization, Problem Sets, Elementary School Mathematics, Mathematics Achievement
Miller, Susan P.; Kaffar, Bradley J. – Investigations in Mathematics Learning, 2011
The purpose of this study was to investigate the effectiveness of using the concrete-representational-abstract (CRA) teaching sequence with integrated strategy instruction for developing addition with regrouping competence among students with learning difficulties in mathematics. A total of 16 lessons were provided to 24 students during a six-week…
Descriptors: Instructional Effectiveness, Teaching Methods, Addition, Mathematics Instruction
Peer reviewedAxelrod, Saul; And Others – Journal of Special Education Technology, 1987
Four 2nd-grade students completed addition problems on a computer, using video games as reinforcers. Two variable ratio schedules of reinforcement failed to increase student accuracy or the rate of correct responses. In a no-games reinforcement condition, students had more opportunities to respond and had a greater number of correct answers.…
Descriptors: Academic Achievement, Addition, Computer Assisted Instruction, Grade 2
Peer reviewedCase, Lisa Pericola; And Others – Journal of Special Education, 1992
Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)
Descriptors: Addition, Generalization, Instructional Effectiveness, Intermediate Grades
Wisniewski, Zeda G.; Smith, Denise – 2002
This action research study examined the effectiveness of Touch Math, a math series that emphasizes use of manipulatives, to improve mathematics achievement with four third or fourth grade students with special needs (either mild mental retardation, learning disability, or health impairment). The students received mathematics instruction for 45…
Descriptors: Academic Achievement, Action Research, Addition, Arithmetic
