The development of numerical abilities was examined in 59 children aged 5 years divided into three groups: one control group (n = 15) and two experimental groups (pencil-and-paper mathematical training: n = 29: computerized mathematical training: n = 15). The participants were assessed both before and after a battery of validated tests assessing…

Playing action video games has previously been linked to improvements in attentional control, the ability to choose what to attend and what to ignore that relies on a frontoparietal network of the brain. Here we asked whether action video game training would impact a range of mathematical abilities that rely on similar brain regions. Twenty-four…

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

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…

In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in…

The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…