The present study is the first to examine the computation estimation skills of dyscalculics versus controls using the estimation comparison task. In this task, participants judged whether an estimated answer to a multidigit multiplication problem was larger or smaller than a given reference number. While dyscalculics were less accurate than…

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction,…

This study aimed to examine the relations among property strategies, working memory, and multiplication tasks with 101 Chinese fourth-grade students. Two multiplication property strategies (associative and distributive) were compared with no strategy and demonstrated differentiated effects on students' accuracy and reaction time. Associative…

PEMDAS is a mnemonic device to memorize the order in which to calculate an expression that contains more than one operation. However, students frequently make calculation errors with expressions, which have either multiplication and division or addition and subtraction next to each other. This article explores the mathematical reasoning of the…

In order to give insights into cross-national differences in schooling, this study analyzed the development of multiplication and division of fractions in two curricula: "Everyday Mathematics" (EM) from the USA and the 7th Korean mathematics curriculum (KM). Analyses of both the content and problems in the textbooks indicate that…

This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of…

As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to…

Assessed the achievement in addition, subtraction, multiplication, and division of 93 fourth graders before and after they received either computer or traditional classroom drill-and-practice instruction. Students who received computer instruction showed greater increases in achievement scores in subtraction and multiplication than did students…

Results of a comparison of 73 Anglo American and 155 Chinese American (CA) fourth through sixth graders on an intelligence test and measures of the speed and consistency of retrieval of arithmetic facts from long-term memory are consistent with the hypothesis that accessing elementary arithmetic knowledge is more completely automatized in CA…

This study had the purpose of comparing the effects of two approaches in teaching mathematics to secondary special education students. The study attempted to answer the following questions: (1) Were there significant differences between group means of mathematics achievement test scores for students in a diagnostic-prescriptive mathematics program…