Strategy use in single-digit addition is an indicator of young children's numeracy comprehension. We investigated Danish primary students' use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either 'error', 'counting', 'direct retrieval' or…

This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement with a creative problem-solving (CPS) task. Theoretically, forethought influences performance, which subsequently influence self-reflection. We examined…

By analysing the test data of 1029 British secondary school students' performance on 20 Programme for International Student Assessment English reading items through the generalised deterministic input, noisy "and" gate (G-DINA) model, the study conducted two investigations on exploring the relationships among the five reading…

This study compared the effects of worked example and problem-solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem-solving vs. worked examples) x 2 (individual vs. group study) design.…

This study examined the role of variability and change in children's strategy performance within the context of spelling. The spelling ability of 34 eight- to nine-year-olds was examined using an experimental spelling task comprising 45 items, which varied with regard to rime unit frequency. The spelling task incorporated a series of consistent,…