In two studies, we investigated whether using three-dimensional (3D) manipulatives during assessment aided performance on a variety of preschool mathematics tasks compared to pictorial representations. On measures of children's understanding of counting and cardinality (n = 103), there was no difference in performance between manipulatives and…

The study identified the cognitive mechanisms that underly individual differences in mathematics and reading. There is little systematic evidence regarding the connections between cognitive capabilities, mathematics and reading among high-school students with typical development. Moreover, the study aimed to examine whether or not gender is…

"Fraction Face-Off!" is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to…

"Fraction Face-Off!" is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to…

"Fraction Face-Off!" is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to…

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

The problem addressed in this study was students who have not been able to demonstrate proficiency in performing mathematical computation, algebraic and geometrical reasoning, number sense proficiency and mathematical processing while in grades 3 through 8 are not prepared to successfully complete the high school high stakes Algebra 1 ECA…

With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995--2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

These are the appendixes for the report, "What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?" To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

Math outcomes for students with disabilities, in particular students with emotional disturbance (ED), are bleak, warranting intervention strategies that have research to support their utility. The purpose of this meta-analysis was to examine the literature of math interventions used with students with ED to improve math outcome variables. Our…

The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…

This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was…