Decision making and problem solving skills are two important issues resulting with students' academic achievement. The aim of this research was to examine the relationship between primary school students' decision making skills and problem solving skills. The sample of research, which was carried out through relational survey model, consisted of…

The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils…

This study intended to improve the worded problem-solving skills of Grade Three pupils by using the developed Mathematical Learning Package utilizing Survey Question Read Question Compute Question (SQRQCQ) strategy. Specifically, it determined the significant difference on the level of performance of the respondents before and after utilizing…

Research has demonstrated strong relations between spatial skill and mathematics across ages and in both typical and atypical populations, suggesting that a significant proportion of variance in mathematics performance can be explained by variance in spatial skill. Why do these relations exist and how do they develop? Studies of dimensionality in…

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…

This longitudinal study aimed to identify specific executive function (EF) profiles in 5-year-old children and to examine the association between these profiles and later math achievement. Six EF measures were administered to 175 children who were then tested in Grades 1 and 3 on math tasks. Using a cluster analysis, four EF profiles were…

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…

Learning to solve subtraction problems that require borrowing (e.g., 83-57=) is challenging, and these problems often cause 'bridging' errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students' mathematical ability. The study involved 694 third-grade students and 35 teachers from…

Low mathematics achievement is a persistent problem in the United States, and multiplication is a fundamental area in which many students manifest learning difficulties. This study examined the strategic developmental levels of multiplication problem solving among 121 elementary school students in Grades 3 through 5. A latent class analysis…

Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…

Background: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal…

In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to…

In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to…

Few Spanish language tools are available for assessing important social-emotional learning (SEL) skills. The present study presents evidence of the psychometric properties of a Spanish-language version of SELweb (SELweb-S), a web-based system for assessing children's ability to recognize others' emotions and perspectives, solve social problems,…