Background and objectives: An early understanding of numerosity is crucial to developing proficiency in arithmetic, and rapid pattern recognition via subitizing is key in this process. The training app "LORE" specifically targets and cultivates pattern recognition skills from the beginning of formal schooling. This study investigated…

The Montessori method offers an alternative approach to public and independent schooling. In the Greek educational system, the Montessori method is mainly applied in preschool and primary educational contexts. The main research objective was to investigate the early mathematical competence of students aged 4-7 years old attending a Montessori…

Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between…

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…

Modern educational settings have been heavily integrated and dependent upon the use of technology. To keep up with the rigorous demands of Common Core State Standards, California schools have emphasized technology dependency to augment academic performance with today's schools. The purpose of the study focused on parental perception of technology…

There is growing recognition that mathematical modeling can be a lever for equity in elementary mathematics classrooms. This study focuses on the impact of a professional development program focused on culturally responsive mathematical modeling on 8 kindergarten through 2nd grade teachers' practices in modeling lessons. We use a project developed…

Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment…

The purpose of this study was to study the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics services offered in a religious non-public school system in the Northeastern United States from grades K-2. Student scaled scores from the NWEA MAP assessments administered at the beginning…

Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Studies in the field of music and transfer of learning have established a correlation between music learning and achievement in subjects such as Mathematics. An experimental study was conducted to understand the impact of Carnatic music training on mathematical ability in early formative education. Students aged 5 years 6 months to 8 years 6…

This manuscript presents a study in which the new version of the computer-based training programme, The Number Race (NR), was used as an intervention for mathematically low-performing children in grade one (M[subscript age] = 86.46, SD = 3.89). In addition to ordinary teacher instruction in mathematics, the intervention group (n = 29) received NR…

"Can we do math instead of watching the movie?"--Kindergartener. A student did ask that question. A whole class enthusiastically did math instead of watching the movie (Cardinale, 2019). Where? In a public school in Lodi, New Jersey, where kindergarteners learned how to think like mathematicians: in numbers, symbols, and patterns (DiLeo…

This paper reports on the longitudinal results over 12 months of 342 Grade 1 children from 57 schools in Sydney, Australia, who participated in the "Extending Mathematical Understanding" (EMU) Intervention Program. Their vulnerability in four whole number domains is described, and the extent to which this changed after 12 months. Overall…

Ensuring students correctly understand the notion of equality is a fundamental problem in teaching mathematics. Is it possible to teach arithmetic in such a way that students do not misinterpret the equal sign "=" as indicating the result of an arithmetic operation and, consequently, viewing the arithmetic operation symbols (+, -, or x)…