Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; M[subscript age] = 5-6) were taught strategies for using fingers to…

Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…

The purpose of the study was to evaluate whether students with intellectual disabilities (ID) can improve their arithmetic skills by participating in an arithmetic intervention programme, theoretically founded on explicit instruction (EI) and administered via an application developed for tablet computers. The intervention study used a randomised…

The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations. It used a latent profile analysis of baseline measurements of digit writing speed, number combination fluency, multidigit calculation, and number sense skills…

Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the…

The present study examined whether the number of manipulatives used in arithmetic strategy instruction influences learning. First graders were randomly assigned to one of the following conditions for learning a decomposition strategy to solve arithmetic problems: intervention with a single manipulative, intervention with multiple manipulatives,…

Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help…

Background: Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design. Aim: This pre- and post-test randomized controlled study evaluated the effects of an…

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics.…

This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms…

Many U.S. students possess only a weak knowledge of fraction arithmetic. I hypothesize that textbooks are a critical reason for students' poor performance on fraction arithmetic. This is not because of what textbooks contain but rather because of what they lack. Distributions of fraction arithmetic problems in textbooks are imbalanced, with…

In this paper, we detail the outcomes of a small-scale intervention study that aimed to support the mathematising processes of Grade 2 South African learners when working with additive relations problems. We report on the mathematising shifts that were evident in pre- and post-test responses prior to and after a sequence of 13 intervention…

The intention of the study was to examine the effects of a fraction intervention in a whole-class environment. The intervention aimed to enhance students' conceptual fraction knowledge, with a major focus on fraction magnitude understanding. This study included 120 fifth-grade students in standard classroom settings. Utilizing a cluster randomized…

Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math domain. The current study addressed this gap by aggregating available data on digits correct per minute…

This study aimed to examine whether a computational thinking (CT) intervention related to (a) number knowledge and arithmetic (b) algebra, and (c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47…