In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a…

Even though discourse-intensive mathematics instruction is a widely endorsed pedagogy for preservice elementary teachers, much still remains unknown about how this type of instruction affects student learning. This study investigated the relationship between talk moves that prompted preservice teachers to respond to each other's contributions…

Quantitative and qualitative analyses of 37 first-graders' solutions to addition problems were conducted to re-examine inconsistencies in children's progress from counting-all to counting-on. The authors applied the constructivist's participatory-anticipatory stage distinction as a tool for fine-grained assessment. Among solutions given by…

The study assessed a program involving distinctive-feature prompts for teaching four educable mentally retarded children (ages 7-9) to use appropriate arithmetical operations with multicomponent pictorial problems. Results indicated the program was effective with all subjects. (Author/DB)