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Megan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
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Hanna Lindström-Sandahl; Joakim Samuelsson; Henrik Danielsson; Stefan Samuelsson; Åsa Elwér – British Journal of Educational Psychology, 2024
Background: Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design. Aim: This pre- and post-test randomized controlled study evaluated the effects of an…
Descriptors: Numeracy, Mathematics Instruction, Grade 2, Elementary School Mathematics
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Marcruz, Ong Yew Lee; Carrie, Ho Ka Lee; Manabu, Kawata; Mayumi, Takahashi; Kumpei, Mizuno – International Journal of Early Years Education, 2022
It has become increasingly clear that the early use of decomposition for addition is associated with later mathematical achievement. This study examined how younger children execute a base-10 decomposition strategy to solve complex arithmetic (e.g. two-digit addition). 24 addition problems in two modalities (WA: Written Arithmetic; OA: Oral…
Descriptors: Cross Cultural Studies, Arithmetic, Foreign Countries, Correlation
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Vondrová, Nada – International Journal of Mathematical Education in Science and Technology, 2022
The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able…
Descriptors: Grade 6, Mathematics Instruction, Word Problems (Mathematics), Difficulty Level
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Daiga, Michael; Driskell, Shannon – Mathematics Teacher: Learning and Teaching PK-12, 2021
This article shares two activities geared toward students in middle school that engage students in analyzing measures of center, specifically the arithmetic mean, and using transnumerative thinking with the ultimate goal of improving students' statistical literacy. Both activities support the Common Core standard, 6.SP.B.5 "Summarize and…
Descriptors: Arithmetic, Visualization, Mathematics Instruction, Teaching Methods
Hynes-Berry, Mary; Chen, Jie-Qi; Abel, Barbara – Teachers College Press, 2021
This groundbreaking book looks at the development of mathematical thinking in infants and toddlers, with an emphasis on the earliest stage, from zero to three, when mathematical thinking and problem solving first emerge as natural instincts. The text explores the four precursor math concepts--attribute, comparison, change, and pattern--with an…
Descriptors: Infants, Toddlers, Mathematics Skills, Mathematical Concepts
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Tian, Jing; Siegler, Robert S. – Educational Psychology Review, 2018
Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's…
Descriptors: Mathematics Instruction, Numbers, Numeracy, Fractions
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González-Forte, Juan Manuel; Fernández, Ceneida; Van Hoof, Jo; Van Dooren, Wim – European Journal of Psychology of Education, 2020
Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is students' tendency to apply the properties of natural numbers (inappropriately) when they are working with rational numbers (a phenomenon called "natural number bias"). Focusing on rational…
Descriptors: Numeracy, Student Characteristics, Thinking Skills, Arithmetic
Tian, Jing; Siegler, Robert S. – Grantee Submission, 2017
Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's…
Descriptors: Mathematics Instruction, Numbers, Numeracy, Fractions
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Budgen, Fiona; West, John – Athens Journal of Education, 2018
Currently Australian pre-service teachers' levels of personal numeracy are under a great deal of scrutiny. There are calls for universities to raise entry standards into teaching degrees and counter-calls that the output of universities should be gauged rather than inputs. In 2015, doubts about the ability of graduate teachers to convey the…
Descriptors: Foreign Countries, College Freshmen, Student Needs, Educational Needs
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McNeil, Nicole M.; Fyfe, Emily R.; Dunwiddie, April E. – Journal of Educational Psychology, 2015
This experiment tested if a modified version of arithmetic practice facilitates understanding of math equivalence. Children within 2nd-grade classrooms (N = 166) were randomly assigned to practice single-digit addition facts using 1 of 2 workbooks. In the control workbook, problems were presented in the traditional "operations = answer"…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 2, Arithmetic
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Cipora, Krzysztof; Patro, Katarzyna; Nuerk, Hans-Christoph – Mind, Brain, and Education, 2015
The mental number line metaphor describes how numbers are associated with space. These spatial-numerical associations (SNA) are subserved by parietal structures (mainly intraparietal sulcus [IPS] and posterior superior parietal lobule [PSPL]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this…
Descriptors: Arithmetic, Spatial Ability, Mathematical Concepts, Mathematics Skills
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Galligan, Linda; Frederiks, Anita; Wandel, Andrew P.; Robinson, Clare; Abdulla, Shahab; Hussain, Zanubia – Adults Learning Mathematics, 2017
Numeracy needs of nursing students are often underestimated by students when they enter university. Even when students are aware of the mathematics required, students underestimate or overestimate the skills they have. Research has highlighted the mathematics and numeracy skills required of nurses and nursing students and numerous studies have…
Descriptors: Nursing Students, Numeracy, Student Attitudes, Nursing Education
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Xu, Chang; LeFevre, Jo-Anne – Developmental Psychology, 2016
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of…
Descriptors: Young Children, Preschool Children, Numbers, Mathematics
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Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret – Teaching Children Mathematics, 2014
The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…
Descriptors: Mathematics Instruction, State Standards, Grade 2, Elementary School Mathematics
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