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Schulz, Andreas – Mathematical Thinking and Learning: An International Journal, 2018
Theoretical analysis of whole number-based calculation strategies and digit-based algorithms for multi-digit multiplication and division reveals that strategy use includes two kinds of reasoning: reasoning about the relations between numbers and reasoning about the relations between operations. In contrast, algorithms aim to reduce the necessary…
Descriptors: Computation, Mathematics Instruction, Multiplication, Arithmetic
Lafay, Anne; St-Pierre, Marie-Catherine; Macoir, Joël – Journal of Learning Disabilities, 2017
Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a…
Descriptors: Learning Disabilities, Grade 3, Elementary School Students, Foreign Countries
Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna – Early Education and Development, 2017
Research Findings: In this research we explore the relationship between young children's number knowledge and their measurement of length. First, we examined 4- to 5-year-olds' (kindergartners') understanding of and preference for using standard or nonstandard units to measure length. Second, we investigated whether the following tasks were…
Descriptors: Young Children, Numeracy, Measurement, Kindergarten
Laski, Elida V.; Siegler, Robert S. – Developmental Psychology, 2014
We tested the hypothesis that encoding the numerical-spatial relations in a number board game is a key process in promoting learning from playing such games. Experiment 1 used a microgenetic design to examine the effects on learning of the type of counting procedure that children use. As predicted, having kindergartners count-on from their current…
Descriptors: Games, Numbers, Learning, Cognitive Processes
Haberman, Shelby J. – ETS Research Report Series, 2013
A general program for item-response analysis is described that uses the stabilized Newton-Raphson algorithm. This program is written to be compliant with Fortran 2003 standards and is sufficiently general to handle independent variables, multidimensional ability parameters, and matrix sampling. The ability variables may be either polytomous or…
Descriptors: Predictor Variables, Mathematics, Item Response Theory, Probability
Desoete, Annemie – International Electronic Journal of Elementary Education, 2009
A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…
Descriptors: Learning Disabilities, Metacognition, Adults, Reading Difficulties
Yan, S. Y.; James, G. – International Journal of Mathematical Education in Science & Technology, 2006
The modular exponentiation, y[equivalent to]x[superscript k](mod n) with x,y,k,n integers and n [greater than] 1; is the most fundamental operation in RSA and ElGamal public-key cryptographic systems. Thus the efficiency of RSA and ElGamal depends entirely on the efficiency of the modular exponentiation. The same situation arises also in elliptic…
Descriptors: Mathematics, Item Response Theory, Calculus, Multivariate Analysis

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