Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425…

The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25…

To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…

The aim of the study is to investigate the effects of using computer for developing arithmetical skills of students with mathematics learning difficulty (MLD). The study was carried out with pre-test - post-test single subject research design. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school.…

This review protocol guides the review of research that informs the What Works Clearinghouse (WWC) "Assisting Students Struggling with Mathematics: Intervention in the Elementary and Middle School Grades" practice guide. The mathematics intervention practice guide will be an update of the original practice guide, "Assisting Students…

The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related…

Children struggle with mathematics for different reasons. Developmental dyscalculia and low numeracy--two kinds of mathematical difficulties--may have their roots, respectively, in poor understanding of exact non-symbolic numerosities and of symbolic numerals. This study was the first to explore whether Chinese children, despite cultural and…

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…

Background: The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement. Aims: The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design. Sample: Sixteen children with…

The study explored the effects of a computer-assisted COnceptual Model-based Problem-Solving (COMPS) program on multiplicative word-problem-solving performance of students with learning disabilities or difficulties. The COMPS program emphasizes mathematical modeling with algebraic expressions of relations. Participants were eight fourth and fifth…

In a 3-year longitudinal study, 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1), or inconsistent low achieving in arithmetic. Significant…

This study addressed the problem of why students with learning disabilities in mathematics too often fail to develop multiplicative and divisional concepts/operations. We conducted a constructivist teaching experiment with 12 students (nine 5th and three 4th graders). This report focuses on three students' conceptual progress, particularly on…

The purpose of this paper is to present a summary of selected facets of geometry and measurement in elementary school programs and to describe curricula content options designed to demonstrate the feasibility of seeking high level outcomes and meanings for students with learning disabilities. While there are a multitude of published papers…

This study examined the effects on math performance of the use of the rekenrek, a manipulative developed by Adrian Treffers. The rekenrek looks like an abacus, but differs in that it is based on a five-structure and not a ten-structure system. It is comprised of two rows of 10 beads, each broken into two sets of 5 by color (i.e., in each row the…