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Tessa L. Arsenault; Sarah R. Powell – TEACHING Exceptional Children, 2024
Students encounter mathematics word problems as early as kindergarten and continue to see them throughout their schooling experience. Schema instruction with an attack strategy can support students to successfully navigate word-problem solving. Schemas help students categorize word problems by similar characteristics. To better support students…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Schemata (Cognition), Addition
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Isman M. Nur; Cholis Sa'Dijah; Santi Irawati; Subanji – Pegem Journal of Education and Instruction, 2024
This study aims to analyze and to describe, in terms of information processing theory, the thinking processes of junior high school students as they solved problems involving direct and inverse proportions. This study design is qualitative and exploratory-descriptive in nature. 26 students in the seventh grade of SMP Negeri 1 Kota Ternate were…
Descriptors: Thinking Skills, Problem Solving, Mathematical Concepts, Information Processing
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Karen Zwanch; Heather Carlile Carter; Jianna Davenport – Research in Mathematics Education, 2024
This case study investigated the relationship between five undergraduate interior design students' reasoning with numerical units and reasoning about length and area. The multiplicative concepts frame participants' coordination of numerical units. Differences were found between participants' reasoning about length and area, based on their…
Descriptors: Undergraduate Students, Interior Design, Correlation, Mathematics Skills
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Jennifer Grota; Don Jones; Linda Challoo; Daniella Varela – Journal of Instructional Pedagogies, 2023
Multiplication fluency math interventions are utilized in elementary schools, but a dearth in scholarship exists on the effects of these interventions on fifth grade math students' performance and final grades. This scholarship gap may have an adverse effect on informing administrators and educators on best practices in helping fifth grade math…
Descriptors: Multiplication, Intervention, Grade 5, Mathematics Skills
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Simon, Martin A.; Della Volpe, Daniela; Velamur, Arundhati – Mathematical Thinking and Learning: An International Journal, 2023
Development of the cardinality principle, an understanding that the last number-word recited in counting a collection of items specifies the number of items in that collection, is a critical milestone in developing a concept of number. Researchers in early number development have endeavored to theorize its development. Here we critique two widely…
Descriptors: Mathematics Instruction, Teaching Methods, Numbers, Number Concepts
Justin Lee Schwartz – ProQuest LLC, 2023
This research study sought to identify a solution for building fact fluency for middle school aged students identified with LD. After analyzing a 1st-12th grade independent school for students with LD's math curriculum, it was noted that basic fact fluency is not taught after grade five. This has shown to be problematic for students who enroll in…
Descriptors: Mathematics Instruction, Mathematics Skills, Multiplication, Intervention
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Yi Ding; Qian Wang; Ru-De Liu; Jolene Trimm; Jiayi Wang; Shu Feng; Wei Hong; Xian-Tong Yang – SAGE Open, 2024
The paper examined the relations among problem solving, automaticity, and working memory load (WML) by changing the difficulty level of task characteristics through two applications. In Study 1, involving 68 engineering students, a 2 (automaticity) x 2 (WML) design was utilized for arithmetic problems. In Study 2, involving 76 engineering…
Descriptors: Short Term Memory, Cognitive Processes, Difficulty Level, Problem Solving
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Suárez-Pellicioni, Macarena; Booth, James R. – Child Development, 2022
Math attitudes are related to achievement, yet we do not know how the brain supports changes in math attitudes. 51 children (54.9% female, 45.1% male; 37.3% White, 33.3% Black, 11.8% Latino, 5.9% Asian, 11.8% Other) solved a multiplication task inside the scanner when they were approximately 11 (time 1; T1) and 13 (time 2; T2) years old (i.e.,…
Descriptors: Brain Hemisphere Functions, Student Attitudes, Mathematics Achievement, Multiplication
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Lambert, Rachel; Nguyen, Tomy; Mendoza, Monica; McNiff, Avery – Insights into Learning Disabilities, 2022
Understanding increased achievement as a dynamic relationship between student engagement and mathematical understanding, we designed an intervention to address both factors. Our intervention was the instructional routine number strings, led by an undergraduate tutor. In this paper, we provide a case study of the development of a fourth-grade…
Descriptors: Personal Autonomy, Academic Achievement, Multiplication, Intervention
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Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Journal of Computers in Mathematics and Science Teaching, 2022
Providing mathematics instruction and supporting students with mathematics difficulties, including students with disabilities, at risk for disabilities, or those who struggle with the content, is important and interventions must be designed to occur face-to-face or virtually. Despite limited research on providing mathematical interventions online…
Descriptors: Intervention, Mathematics Instruction, Learning Problems, Distance Education
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Norton, Anderson; Flanagan, Kyle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
This paper frames children's mathematics as mathematics. Specifically, it draws upon our knowledge of children's mathematics and applies it to understanding the prime number theorem. Elementary school arithmetic emphasizes two principal operations: addition and multiplication. Through their units coordination activity, children construct two…
Descriptors: Mathematics Instruction, Arithmetic, Elementary School Students, Addition
Callingham, Rosemary; Watson, Jane; Oates, Greg – Mathematics Education Research Group of Australasia, 2022
It is increasingly recognised that to be informed citizens and to participate fully in the workforce requires an understanding of statistical data and risk. Such understanding is underpinned by statistical reasoning. It has been shown, however, that students have difficulty moving from concrete representations and procedural mathematical…
Descriptors: Mathematics Skills, Mathematical Logic, Statistics Education, Logical Thinking
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Carney, Michele; Paulding, Katie; Champion, Joe – Applied Measurement in Education, 2022
Teachers need ways to efficiently assess students' cognitive understanding. One promising approach involves easily adapted and administered item types that yield quantitative scores that can be interpreted in terms of whether or not students likely possess key understandings. This study illustrates an approach to analyzing response process…
Descriptors: Middle School Students, Logical Thinking, Mathematical Logic, Problem Solving
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Daniel, Leah; Doyle, Tanya; Kaesehagen, Colleen – Education 3-13, 2022
The complex relationship between schools, parents and children surrounding mathematics homework is one that is yet to be fully resolved. In a contribution to reconfiguring mathematics homework, a take-home mathematics games kit focusing on multiplication was trialled with primary school children and their parents. Diary and interview data from…
Descriptors: Individualized Instruction, Mathematics Education, Homework, Family School Relationship
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Doruk, Muhammet; Doruk, Gül – International Journal of Mathematical Education in Science and Technology, 2022
The aim of this study was to reveal 5th class middle school students' determination skills on the truth value of mathematical propositions about multiplication and division. These skills were evaluated in the context of operation meanings preferred and arguments constructed by the students in the process. The research group consisted of 95…
Descriptors: Mathematical Logic, Mathematics Skills, Evaluative Thinking, Persuasive Discourse
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