This study reports a secondary analysis from a randomized control trial study conducted with third graders with mathematics difficulty (MD; N = 75). We used simple linear regression to investigate whether students' performance on a word-problem vocabulary assessment predicted their performance on a measure of word-problem solving. Additionally, we…

Recent research on more comprehensive models of student learning in adaptive math learning software used an indicator of student reading ability to predict students' tendencies to engage in behaviors associated with so-called "gaming the system." Using data from Carnegie Learning's MATHia adaptive learning software, we replicate the…

We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word…

In this meta-analysis of 54 longitudinal studies with over 58,000 students in kindergarten through 12th grade, we examined the predictive nature of early numeracy measured at or before the first year of formal schooling in relation to later mathematics. Results showed that early numeracy significantly predicted mathematics measured after 6 months…

This study investigated the extent to which domain-general and domain-specific antecedents contributed to pre-algebra's initial level and growth rate among students who experience word-problem difficulty (WPD). We examined if such a profile differs for English-language learners (ELLs; n = 75) and non-ELLs (n = 55) with WPD. We assessed 130 U.S.…

This meta-analysis synthesized the findings of experimental and quasi-experimental studies to determine the efficacy of math interventions for enhancing the word problem-solving accuracy of students with mathematics difficulties in Grades 4 to 12. Further, we identified intervention and design characteristics that moderate the effectiveness of…

Fraction arithmetic facility is fundamental to learning more advanced math topics. However, attaining the ability to add and subtract fractions is hard for many students. The present longitudinal study examined students' growth on simple addition and subtraction word problems between fourth and sixth grades (N = 536). Latent class growth analyses…

Learning to solve arithmetic word problems is an essential part of the primary school mathematics curriculum. The success of word-problem solving was previously found to relate to reading comprehension ability of children. However, the relationships between specific reading comprehension component skills and word-problem solving remain largely…

Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years,…

The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…

In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs' level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex,…

Mathematics is a subject that challenges many Brunei secondary school students. The Bar Method of instruction uses visual or pictorial representations to make mathematics easier to understand. The survey participants consisted of 127 randomly selected teachers (24 males and 103 females). Male teachers had significantly higher negative attitudes…