Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the…

Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the…

Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…

This article investigates the participation enablers and learning affordances identified by teachers through participation within an in-service community of practice (CoP) of primary teachers called the Numeracy Inquiry Community of Leader Educators (NICLE) in the Eastern Cape. The article draws on three qualitative sources of data: the annual…

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Children's learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting…

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we…

California is one of 4 states that have accelerated addition and subtraction basic-facts memorization. This article reports on teacher practices, first-grade achievement of the standard, and a broader conception of basic-facts competence. Even among students from the highest performing schools, fewer than 11% made progress toward the memorization…