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Kirkland, Patrick K.; Guang, Claire; Cheng, Ying; Trinter, Christine; Kumar, Saachi; Nakfoor, Sofia; Sullivan, Tiana; McNeil, Nicole M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014),…
Descriptors: Middle School Students, Number Concepts, Fractions, Arithmetic
Alena Egorova; Vy Ngo; Allison S. Liu; Molly Mahoney; Justine Moy; Erin Ottmar – Mind, Brain, and Education, 2024
Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in-lab eye tracking and a sample of 85 undergraduates from a STEM-focused university, we investigated how higher-order operator position (HOO;…
Descriptors: Undergraduate Students, STEM Education, Mathematical Formulas, Mathematics Instruction
The Role of Domain-General and Domain-Specific Skills in the Identification of Arithmetic Strategies
Eaves, Joanne; Attridge, Nina; Gilmore, Camilla – Journal of Numerical Cognition, 2022
Individuals solve arithmetic problems in different ways and the strategies they choose are indicators of advanced competencies such as adaptivity and flexibility, and predict mathematical achievement. Understanding the factors that encourage or hinder the selection of different strategies is therefore important for helping individuals to succeed…
Descriptors: Arithmetic, Mathematics Skills, Problem Solving, Learning Strategies
Mononen, Riikka; Niemivirta, Markku – European Journal of Psychology of Education, 2023
Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders (N = 256),…
Descriptors: Foreign Countries, Mathematics Achievement, Grade 1, Elementary School Students
Jiaxin Cui; Fan Yang; Yuanyi Peng; Saisai Wang; Xinlin Zhou – Infant and Child Development, 2024
Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms…
Descriptors: Mathematics Education, Symbols (Mathematics), Learning Processes, Elementary School Mathematics
Opfer, John E.; Kim, Dan; Fazio, Lisa K.; Zhou, Xinlin; Siegler, Robert S. – Grantee Submission, 2021
Chinese children routinely outperform American peers in standardized tests of mathematics knowledge. To examine mediators of this effect, 95 Chinese and US 5-year-olds completed a test of overall symbolic arithmetic, an IQ subtest, and three tests each of symbolic and non-symbolic numerical magnitude knowledge (magnitude comparison, approximate…
Descriptors: Foreign Countries, Mathematics Achievement, Cultural Differences, Arithmetic
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
Darius Endlich; Wolfgang Lenhard; Peter Marx; Tobias Richter – Journal of Learning Disabilities, 2024
Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical…
Descriptors: Mathematics Instruction, Learning Problems, Arithmetic, Mathematics Achievement
Stella Eteng-Uket – Numeracy, 2023
This paper describes a study that focused on developing, validating and standardizing a dyscalculia test, henceforth called the Dyscalculia Test. Out of the 4,758,800 students in Nigeria's upper primary and junior secondary schools, I randomly drew a sample of 2340 students, using a multistage sampling procedure that applied various sampling…
Descriptors: Test Construction, Learning Disabilities, Elementary School Students, Junior High School Students
Sun, Xu Hua; Xin, Yan Ping; Huang, Rongjin – ZDM: The International Journal on Mathematics Education, 2019
Whole Number Arithmetic (WNA) appears as the very first topic in school mathematics and establishes the foundation for later mathematical content. Without solid mastery of WNA, students may experience difficulties in learning fractions, ratio and proportion, and algebra. The challenge of students' learning and mastery of fractions, decimals, ratio…
Descriptors: Computation, Problem Solving, Word Problems (Mathematics), Surveys
Li, Hongxia; Hua, Xiaoteng; Yang, Yalin; Huang, Bijuan; Si, Jiwei – European Journal of Psychology of Education, 2020
Although an increasing number of studies have suggested that students with low mathematics achievement (LMA) tend to perform worse in arithmetic strategy use than children with typical development, the potential reasons remain unclear. Accordingly, the current study investigated the potential impact of task switching on strategy use for children…
Descriptors: Mathematics Achievement, Low Achievement, Arithmetic, Learning Strategies
Siegler, Robert S.; Im, Soo-hyun; Schiller, Lauren K.; Tian, Jing; Braithwaite, David W. – Grantee Submission, 2020
Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create…
Descriptors: Logical Thinking, Arithmetic, Numbers, Fractions
Schneider, Michael; Merz, Simon; Stricker, Johannes; De Smedt, Bert; Torbeyns, Joke; Verschaffel, Lieven; Luwel, Koen – Child Development, 2018
The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4…
Descriptors: Number Concepts, Numbers, Mathematics Instruction, Children
Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
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…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
Using Computer for Developing Arithmetical Skills of Students with Mathematics Learning Difficulties
Mutflu, Yilmaz; Akgün, Levent – International Journal of Research in Education and Science, 2019
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.…
Descriptors: Mathematics Instruction, Arithmetic, Grade 3, Elementary School Students