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Powell, Sarah R.; Akther, Syeda Sharjina; Yoon, Na Young; Berry, Katherine A.; Nemcek, Carmen; Fall, Anna-Maria; Roberts, Greg – Learning Disabilities Research & Practice, 2023
This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem…
Descriptors: Addition, Subtraction, Arithmetic, Grade 3
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Pernille Bødtker Sunde; Bert De Smedt; Lieven Verschaffel; Peter Sunde – European Journal of Psychology of Education, 2024
Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years…
Descriptors: Grade 1, Addition, Grade 4, Mathematics Achievement
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Qiong Yu; Yi Ding; Yifan Wang; Chun Zhang; Akane Zusho – AERA Online Paper Repository, 2024
This study investigated the effects of working memory load (WML) and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Results from 73 fourth graders showed that WML, automaticity, and their interaction had significant effects on mental addition.…
Descriptors: Short Term Memory, Mental Computation, Addition, Elementary School Students
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Wong, Terry Tin-Yau; Kwan, Kam-Tai – Developmental Psychology, 2023
The relation to operands (RO) principles describe the relation between operands and answers in arithmetic problems (e.g., the sum is always larger than its positive addends). Despite being a fundamental property of arithmetic, its empirical relation with arithmetic/algebraic problem solving has seldom been investigated. The current longitudinal…
Descriptors: Mathematics Instruction, Arithmetic, Problem Solving, Algebra
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Kelly-Ann Gesuelli; Nancy C. Jordan – Journal of Educational Psychology, 2024
Fraction arithmetic facility is fundamental to learning more advanced math topics. However, attaining the ability to add and subtract fractions is hard for many students. The present longitudinal study examined students' growth on simple addition and subtraction word problems between fourth and sixth grades (N = 536). Latent class growth analyses…
Descriptors: Fractions, Arithmetic, Error Patterns, Mathematics Instruction
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Alnajashi, Sumyah – Journal of Cognitive Education and Psychology, 2021
This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults…
Descriptors: Computation, Grade 2, Grade 3, Grade 4
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Brave, Kathryn Lavin; McMullen, Mary; Martin, Cecile – Mathematics Teacher: Learning and Teaching PK-12, 2021
During a time when students are accessing instruction virtually because of COVID-19, reflecting on the sixth of the Standards for Mathematical Practice (SMP 6) is a vital step for educators to take. Although the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) identifies SMP 6 as Attend to precision, associated expertise…
Descriptors: COVID-19, Pandemics, Academic Standards, Mathematics Instruction
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Shih, Shu-Chuan; Kuo, Bor-Chen; Lee, Shu-Juan – Educational Psychology, 2019
This study established an online game-based assessment to explore third and fourth graders' performance of computational estimation in addition and subtraction. Students' computational estimation strategies could be automatically recorded and classified in this assessment, and the Higher-Order DINA model was used as a measurement model in order to…
Descriptors: Grade 3, Grade 4, Elementary School Students, Computation
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Braithwaite, David W.; Tian, Jing; Siegler, Robert S. – Developmental Science, 2018
Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, 2017) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments examining…
Descriptors: Fractions, Addition, Arithmetic, Hypothesis Testing
Braithwaite, David W.; Tian, Jing; Siegler, Robert S. – Grantee Submission, 2018
Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, in press) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments…
Descriptors: Fractions, Addition, Arithmetic, Mathematics
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Nanna, Robert J. – The Mathematics Educator, 2016
Algorithms and representations have been an important aspect of the work of mathematics, especially for understanding concepts and communicating ideas about concepts and mathematical relationships. They have played a key role in various mathematics standards documents, including the Common Core State Standards for Mathematics. However, there have…
Descriptors: Mathematics, Common Core State Standards, Mathematics Instruction, Mathematical Concepts
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Caviola, Sara; Mammarella, Irene C.; Cornoldi, Cesare; Lucangeli, Daniela – Journal of Experimental Child Psychology, 2012
The involvement of working memory (WM) was examined in two types of mental calculation tasks: exact and approximate. Specifically, children attending Grades 3 and 4 of primary school were involved in three experiments that examined the role of verbal and visuospatial WM in solving addition problems presented in vertical or horizontal format. For…
Descriptors: Mental Computation, Short Term Memory, Grade 3, Grade 4
Brickwedde, James – ProQuest LLC, 2011
The maturation of multiplicative thinking is key to student progress in middle school as rational number, ratio, and proportion concepts are encountered. But many students arrive from the intermediate grades and falter in developing this essential disposition. Elementary students have historically learned multiplication and division as operation…
Descriptors: Numbers, Scoring Rubrics, Intermediate Grades, Number Concepts
Common Core State Standards Initiative, 2011
For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards…
Descriptors: Mathematics Curriculum, Mathematics Education, State Standards, Mathematics Achievement