Despite curriculum expectations, many students, including a disproportionate number of girls, do not 'just know' (retrieve) single-digit addition facts by Year 3. The current study employed structured interviews to explore which strategies Year 3/4 students (n = 166) used when solving more difficult addition combinations. Results revealed that…

Despite increasing data on young children's patterning skills and evidence of a link between early pattern knowledge and later mathematics performance, little is known about the strategies children use to solve patterning tasks. This mixed-methods study examined 3- to 5-year-old children's informal strategies when solving eight patterning tasks…

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students' self-regulated use of retrieval practice, and to determine whether sex and…

Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils…

Strategy use in single-digit addition is an indicator of young children's numeracy comprehension. We investigated Danish primary students' use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either 'error', 'counting', 'direct retrieval' or…

In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group…

Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, "bold problem solving," which involves approaching mathematics problems in inventive ways. We introduce…

This mixed methods study explores secondary students' math identities. The primary purpose of this dissertation is to examine the relationships among students' math identities, their perceived problem solving practices, and their perceived self-regulated learning strategies. This study holds implications for teachers, school administrators,…

Metacognition is a powerful predictor for learning performance, and for problem-solving. But how metacognition works for cognitive strategies and learning performance is not clear. The present study was designed to explore how metacognition affected the cognition (learning strategies and problem solving strategies) and different kinds of learning…

The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course at a large urban four-year college. The study examined the metacognitive and study skills and posttest scores of students. The study also focused on students' and…

Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive…

One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program designed to improve cognitive strategy use for addition and subtraction, (3) a…

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative…

These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 conference aims to address the…

This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…