Publication Date
In 2025 | 0 |
Since 2024 | 4 |
Since 2021 (last 5 years) | 12 |
Since 2016 (last 10 years) | 35 |
Since 2006 (last 20 years) | 52 |
Descriptor
Mathematics Instruction | 52 |
Short Term Memory | 52 |
Teaching Methods | 52 |
Problem Solving | 20 |
Intervention | 18 |
Elementary School Students | 17 |
Cognitive Processes | 14 |
Instructional Effectiveness | 14 |
Foreign Countries | 13 |
Word Problems (Mathematics) | 13 |
Mathematics Skills | 12 |
More ▼ |
Source
Author
Hord, Casey | 3 |
Jordan, Nancy C. | 3 |
Barbieri, Christina A. | 2 |
Ben Clarke | 2 |
Christian T. Doabler | 2 |
Dyson, Nancy | 2 |
Fuchs, Lynn S. | 2 |
Ifenthaler, Dirk, Ed. | 2 |
Joanna Hermida | 2 |
Keith Smolkowski | 2 |
Lina Shanley | 2 |
More ▼ |
Publication Type
Journal Articles | 42 |
Reports - Research | 40 |
Reports - Descriptive | 5 |
Reports - Evaluative | 3 |
Collected Works - Proceedings | 2 |
Dissertations/Theses -… | 2 |
Tests/Questionnaires | 2 |
Books | 1 |
Information Analyses | 1 |
Education Level
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 2 |
Meets WWC Standards with or without Reservations | 5 |
Madison Cook; Keith Smolkowski; Lina Shanley; Joanna Hermida; Sylvia Linan-Thompson; Christian T. Doabler; Ben Clarke – Grantee Submission, 2024
This study explores how kindergarten students from a multilingual sample (n=131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory,…
Descriptors: Phonology, Short Term Memory, Kindergarten, Multilingualism
Madison A. Cook; Keith Smolkowski; Lina Shanley; Joanna Hermida; Sylvia Linan-Thompson; Christian T. Doabler; Ben Clarke – Journal of Numerical Cognition, 2024
This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working…
Descriptors: Phonology, Short Term Memory, Kindergarten, Multilingualism
Ngu, Bing Hiong; Phan, Huy P. – International Journal of Mathematical Education in Science and Technology, 2022
Capitalizing on cognitive load theory and learning by analogy, we propose two instructional methods to learn a complex linear equation (e.g. two-step equation) by building on prior knowledge of a simpler linear equation (e.g. one-step equation). We will examine the proposal theoretically in this paper. In line with the design principles of…
Descriptors: Short Term Memory, Schemata (Cognition), Prior Learning, Cognitive Ability
Dotan, Dror; Zviran-Ginat, Sharon – Cognitive Research: Principles and Implications, 2022
Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Multiplication, Interference (Learning)
Hord, Casey; DeJarnette, Anna F.; Baldrick, Paige; Krumpelman, Megan L. – Insights into Learning Disabilities, 2022
We provide a detailed description of a purposefully sampled tutoring session during which a student with a learning disability displayed common tendencies we have seen in our work on algebra teaching. The student struggled with solving equations in general and especially with distribution and knowing how to distribute terms and what steps to take…
Descriptors: Students with Disabilities, Learning Disabilities, Mathematics Instruction, Algebra
Teaching Mathematics Based on Integrating Reading Strategies and Working Memory in Elementary School
Farideh Hamidi; Shokoofeh Soleymani; Sara Dazy; Maryam Meshkat – Athens Journal of Education, 2024
This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster…
Descriptors: Mathematics Instruction, Reading Strategies, Grade 2, Elementary School Students
Mary Aldugom – ProQuest LLC, 2022
Children and adult learners benefit from viewing hand gestures at instruction across domains (Cook, Duffy, & Fenn, 2013; Huang, Kim, & Christianson, 2019; Ping & Goldin-Meadow, 2008). Within the domain of mathematical learning, gesture at instruction has been shown to benefit children and adults in laboratory and classroom settings…
Descriptors: Mathematics Instruction, Teaching Methods, Nonverbal Communication, Short Term Memory
Hartman, JudithAnn R.; Hart, Sarah; Nelson, Eric Alan; Kirschner, Paul A. – International Electronic Journal of Mathematics Education, 2023
To learn mathematics, historically students had no choice but to memorize fundamental facts and apply memorized algorithms. Since 1995 in the US, all states have adopted standards to govern K-12 mathematics instruction, and in most, standards have de-emphasized memorization and emphasized reasoning based on concepts. This change assumed the brain…
Descriptors: Mathematics Instruction, Teaching Methods, Standards, Kindergarten
Nancy C. Jordan; Nancy Dyson; Taylor-Paige Guba; Megan Botello; Heather Suchanec-Cooper; Henry May – Grantee Submission, 2024
A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade…
Descriptors: Fractions, Mathematics Instruction, Grade 6, Intervention
Hunt, Jessica; Silva, Juanita – Journal for Research in Mathematics Education, 2020
We investigated the extent to which one elementary school child with working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child's real-time negotiation of number over time: (a) initial…
Descriptors: Elementary School Students, Short Term Memory, Mathematical Logic, Learning Disabilities
Ross, Wendy; Vallée-Tourangeau, Frédéric; Van Herwegen, Jo – International Journal of Science and Mathematics Education, 2020
Manipulative artefacts are considered useful scaffolds of arithmetic during early years education, but their use is considered less important as children get older. Yet adult arithmetic performance often recruits artefacts to improve accuracy and efficiency, and so the same benefits should accrue to children beyond early years. We propose that…
Descriptors: Mathematics Instruction, Manipulative Materials, Teaching Methods, Short Term Memory
Likourezos, Vicki; Kalyuga, Slava; Sweller, John – Educational Psychology Review, 2019
Based on cognitive load theory, this paper reports on two experiments investigating the variability effect that occurs when learners' exposure to highly variable tasks results in superior test performance. It was hypothesised that the effect was more likely to occur using high rather than low levels of guidance and testing more knowledgeable than…
Descriptors: Cognitive Processes, Difficulty Level, Testing, Knowledge Level
Hord, Casey; Kastberg, Signe; Marita, Samantha – Australian Mathematics Education Journal, 2019
Mathematics problems that are unfamiliar to students and contain multiple sets of information can overwhelm many struggling learners (Swanson & Beebe-Frankenberger, 2004). Academic interventions utilising visual representations can support students who are struggling to remember information and think through challenging multi-step problems…
Descriptors: Mathematics Instruction, Teaching Methods, Intervention, Visual Stimuli
Cook, Sara Cothren; Collins, Lauren W.; Morin, Lisa L.; Riccomini, Paul J. – Learning Disability Quarterly, 2020
The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K-12. Using the Council for Exceptional Children's quality indicators (QIs) and standards, we…
Descriptors: Mathematics Instruction, Teaching Methods, Schemata (Cognition), Word Problems (Mathematics)
Purnama, Pratama Wahyu; Retnowati, Endah – Journal of Research and Advances in Mathematics Education, 2021
Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive…
Descriptors: Problem Solving, Cooperative Learning, Geometry, Mathematics Instruction