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Christy Pettis; Aran Glancy – Mathematics Teacher: Learning and Teaching PK-12, 2024
As students have struggled to use the "chip model" (i.e., red and yellow chips representing positive and negative numbers) to model integer addition and subtraction and have found it confusing, the authors developed a series of activities based on adding and removing opposite objects to and from a boat to better help students in this…
Descriptors: Mathematics Instruction, Numbers, Addition, Subtraction
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Céline Poletti; Marie Krenger; Marie Létang; Brune Hennequin; Catherine Thevenot – Child Development, 2025
Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control…
Descriptors: Kindergarten, Young Children, Foreign Countries, Mathematics Skills
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Inés Gallego-Sánchez; Verónica Martín-Molina; Isabel Caro-Torró; José María Gavilán-Izquierdo – Education 3-13, 2025
Our work investigated how six primary school students used a non-traditional method for adding and subtracting: the ABN method, a Spanish acronym for Open (method) Based on Numbers. Commognitive theory [Sfard, A. 2008. "Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing." New York: Cambridge…
Descriptors: Foreign Countries, Elementary School Students, Addition, Subtraction
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Samuel B. Allan; Peter K. Dunn; Robert G. McDougall – International Journal of Mathematical Education in Science and Technology, 2024
In this note we demonstrate two instances where matrix multiplication can be easily verified. In the first setting, the matrix product appears as matrix element concatenation, and in the second, the product coincides with matrix addition. General proofs for some results are provided with a more complete description for 2×2 matrices. Suggested for…
Descriptors: Mathematics Instruction, Teaching Methods, Multiplication, Addition
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Camilo Andrés Rodríguez-Nieto; José David Cabarcas-Jiménez; Adriana Lucía Sarmiento-Reales; Benilda María Cantillo-Rudas; Jesús David Berrio-Valbuena; Sudirman Sudirman; Angela Castro Inostroza – International Electronic Journal of Mathematics Education, 2025
The level of arithmetic knowledge of a high school student was explored when solving additive word problems considering the semantic structure and syntactic component. The methodology was qualitative and developed in four stages: the first is the selection of the participant, the second is the design of a questionnaire with twenty additive…
Descriptors: Problem Solving, Arithmetic, Mathematics Instruction, Addition
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Estela A. Vallejo-Vargas; David A. Reid – International Journal of Science and Mathematics Education, 2024
This article presents a case study of two Grade 5 boys' argumentation concerning addition and subtraction of negative numbers while using an interactive tablet-based application simulating positive and negative tiles. We examine the properties of integers they conjectured, and the kinds of evidence and arguments they used to support their…
Descriptors: Grade 5, Persuasive Discourse, Addition, Subtraction
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Katherin Cartwright – Mathematics Education Research Journal, 2024
The exploration of children's drawings as mathematical representations is a current focus in early years mathematics education research. This paper presents a qualitative analysis of 72 kindergarten to Grade 3 (5 to 8 years old) children's drawings produced during problem-solving tasks centred on multiplicative strategies. Existing frameworks for…
Descriptors: Multiplication, Freehand Drawing, Mathematics Instruction, Kindergarten
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Jennifer M. Tobias; Neet Priya Bajwa – Mathematics Teacher: Learning and Teaching PK-12, 2024
After years of noticing the challenge our students have with fraction operations, we decided to implement a scaffold approach that focuses on using benchmarks to better develop both students' understanding of a fraction as a quantity and their ability to think about fraction operations meaningfully. While we found this approach supported students…
Descriptors: Benchmarking, Fractions, Addition, Mathematics Instruction
Sara E. Ebner – ProQuest LLC, 2024
Proficiency in mathematics is fundamental for academic success and is linked to numerous skills that are essential for success in the real-world. Despite its importance, many students struggle with math, leading to nationwide declines in math proficiency. This decline highlights the need for effective interventions that are accessible, able to be…
Descriptors: Grade 1, Mathematics Education, Addition, Mathematics Instruction
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Melissa A. Gallagher; Jennifer E. Scholla – Mathematics Teacher: Learning and Teaching PK-12, 2025
Adaptive teachers use student data to guide instruction. Learn about using an anecdotal record form to support adaptive teaching. In this article, the authors describe how teachers can use learning trajectories to make adaptive decisions to meet the needs of their students. They provide an example using the U .S. Math Recovery Council's learning…
Descriptors: Mathematics Instruction, Learning Trajectories, Developmentally Appropriate Practices, Student Needs
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Marah Sutherland; David Furjanic; Joanna Hermida; Ben Clarke – Intervention in School and Clinic, 2024
This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems.…
Descriptors: Number Concepts, Arithmetic, Mathematics Instruction, Teaching Methods
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Tessa L. Arsenault; Sarah R. Powell – TEACHING Exceptional Children, 2024
Students encounter mathematics word problems as early as kindergarten and continue to see them throughout their schooling experience. Schema instruction with an attack strategy can support students to successfully navigate word-problem solving. Schemas help students categorize word problems by similar characteristics. To better support students…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Schemata (Cognition), Addition
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Juncal Goñi-Cervera; Irene Polo-Blanco; Alicia Bruno; Raúl Fernández-Cobos – Journal of Special Education, 2024
This study assessed the effectiveness of modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The study was conducted in Spain, and it involved three students with ASD who were 6, 7, and 9 years of age. A single-case, multiple-baseline across-students design…
Descriptors: Special Education, Teaching Methods, Schemata (Cognition), Elementary School Students
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Gul Kahveci; Nerguz Bulut Serin – British Journal of Special Education, 2024
Single-subject research can provide adequate justification when developing successful evidence-based educational practices for children with autism spectrum disorder (ASD), which can help such students thrive academically. This research investigates whether point-of-view video modelling effectively improved the word problem-solving addition…
Descriptors: Children, Autism Spectrum Disorders, Video Technology, Word Problems (Mathematics)
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Pernille Bødtker Sunde; Bert De Smedt; Lieven Verschaffel; Peter Sunde – European Journal of Psychology of Education, 2024
Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years…
Descriptors: Grade 1, Addition, Grade 4, Mathematics Achievement
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