Derived math fact fluency becomes more imperative across all mathematical content areas during a students' mathematics development. However, many of them struggle to automate the most basic math facts sufficiently and therefore are not able to deal with more complex mathematical problems. This leads to the fact that many of them are already left…

Mathematics is the queen of science, but many students struggle with this subject as slow learners. Slow learners can accomplish their full potentials with an appropriate learning approach. In this study, these slow learners were examined using Realistic Mathematics Education approach. Single subject research was employed in this study, with…

Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical…

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…

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…

Background & aims: In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been…

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group…

The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…

The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…

Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number…

Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline…

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation…

This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition and subtraction of like and unlike fractions of elementary school students with autism. This study included six 8- to 12-year-old students with…

This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare…