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Katherin Cartwright – Mathematics Education Research Journal, 2024
The exploration of children's drawings as mathematical representations is a current focus in early years mathematics education research. This paper presents a qualitative analysis of 72 kindergarten to Grade 3 (5 to 8 years old) children's drawings produced during problem-solving tasks centred on multiplicative strategies. Existing frameworks for…
Descriptors: Multiplication, Freehand Drawing, Mathematics Instruction, Kindergarten
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Juncal Goñi-Cervera; Irene Polo-Blanco; Alicia Bruno; Raúl Fernández-Cobos – Journal of Special Education, 2024
This study assessed the effectiveness of modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The study was conducted in Spain, and it involved three students with ASD who were 6, 7, and 9 years of age. A single-case, multiple-baseline across-students design…
Descriptors: Special Education, Teaching Methods, Schemata (Cognition), Elementary School Students
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Powell, Sarah R.; Akther, Syeda Sharjina; Yoon, Na Young; Berry, Katherine A.; Nemcek, Carmen; Fall, Anna-Maria; Roberts, Greg – Learning Disabilities Research & Practice, 2023
This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem…
Descriptors: Addition, Subtraction, Arithmetic, Grade 3
Lauren Shapiro – ProQuest LLC, 2024
In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math…
Descriptors: Mathematics Instruction, Intervention, Grade 1, Addition
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Flores, Margaret M.; Hinton, Vanessa M. – Remedial and Special Education, 2022
As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervention research in this area reported effects on…
Descriptors: Mathematics Instruction, Teaching Methods, Intervention, Number Concepts
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Angelika Kullberg; Camilla Björklund; Ulla Runesson Kempe; Irma Brkovic; Maria Nord; Tuula Maunula – Educational Studies in Mathematics, 2024
Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade…
Descriptors: Student Improvement, Addition, Subtraction, Mathematics Instruction
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Karen C. Fuson; Shannon Kiebler; Robyn Decker – Mathematics Teacher: Learning and Teaching PK-12, 2024
The authors have found that having students learn accessible standard algorithms by explaining them using mathematics drawings increases students' sense of place--value numbers and enables students to articulate their understanding of what is actually happening with the numbers and why. In this article, they will discuss three standard algorithms…
Descriptors: Mathematics Instruction, Multilingualism, Teaching Methods, Teacher Student Relationship
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Flores, Margaret; Morano, Stephanie; Meyer, Jill; Hinton, Vanessa – Journal of Education for Students Placed at Risk, 2022
It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the…
Descriptors: Elementary School Students, Elementary School Mathematics, Fractions, Mathematical Concepts
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Hilz, Anna; Aldrup, Karen – AERA Online Paper Repository, 2023
Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior…
Descriptors: Self Concept, Mathematics Instruction, Mathematics Anxiety, Arithmetic
Linh Tuyet Luu – Online Submission, 2024
Mathematical fact fluency, particularly in addition and subtraction, is crucial for students' success in later mathematical concepts and is often a focus of elementary education. Educators are exploring tools to enhance math fluency, such as Reflex Math, a digital program designed to accelerate students' fact fluency through adaptive learning…
Descriptors: Student Evaluation, Mathematics Skills, Mathematics Tests, Standardized Tests
Rhodes, Lori St. Clair – ProQuest LLC, 2022
This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students'…
Descriptors: Grade 1, Elementary School Students, Knowledge Level, Addition
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Hopkins, Sarah; Russo, James; Siegler, Robert – Mathematical Thinking and Learning: An International Journal, 2022
There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition…
Descriptors: Addition, Grade 3, Grade 4, Elementary School Students
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Günes, Canan – Digital Experiences in Mathematics Education, 2021
When two third-graders collaboratively manipulated a multi-modal, digital learning device called TouchTimes (hereafter, TT), that introduces multiplication through visual, tangible and symbolic means, their thinking about quantity shifted from being additive to being multiplicative. In this study, I examine the children's interactions around/with…
Descriptors: Multiplication, Thinking Skills, Mathematics Instruction, Teaching Methods
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Windria, Hening; Zulkardi, Zulkardi; Hartono, Yusuf – Elementary School Forum (Mimbar Sekolah Dasar), 2020
Mixed numbers and fraction in general have been a problem for students not only in understanding the concept of itself, but also in understanding the operation of it, such as addition. Thus, supporting students in learning addition of mixed numbers is needed. The aim of this study is to develop a local instructional theory and materials related to…
Descriptors: Educational Research, Grade 4, Elementary School Students, Addition
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Passarella, Simone – International Journal of Mathematical Education in Science and Technology, 2022
Introducing the distributivity property of multiplication over addition is a well-known challenge in mathematics education, especially in primary school. As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation and evaluation of a modelling activity in which 2nd-grade students are…
Descriptors: Multiplication, Mathematics Instruction, Elementary School Students, Mathematical Concepts
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