The hundreds chart is a valuable tool for teachers in elementary mathematics classrooms. The present study investigated the effects of spatial configurations of virtual hundreds charts on children's knowledge of base-ten concepts. Kindergarten and first-grade students were assigned to three instructional conditions in which they worked with a…

In this article, we present research on eight kindergarten and eight first-grade students' understandings of the arithmetic properties of commutativity, additive identity, and additive inverse during a classroom teaching experiment, selected from a larger study that included 88 students. In this study, we explore the students' types of…

Informal strategies reflecting the representation of a situation described in an arithmetic word problem mediate students' solving processes. When the informal strategies are inefficient, teaching students to make way for more efficient ways to find the solution is an important educational issue in mathematics. The current paper presents a…

Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years…

As early as first grade, some children are more likely than others to perform arithmetic using inefficient or other overt counting strategies. To partially address this problem, the primary investigator developed a skill hierarchy with procedures based on applied behavior analysis. The novel early-intervention program included a combination of…

Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (M[subscript age] = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy…

Students need to create mental models for different types of addition and subtraction situations in order to develop a broad and viable understanding of these operations. Although most students succeed when changing or combining sets, situations that demand a quantitative comparison of sets seem considerably more difficult in the first school…

Ensuring students correctly understand the notion of equality is a fundamental problem in teaching mathematics. Is it possible to teach arithmetic in such a way that students do not misinterpret the equal sign "=" as indicating the result of an arithmetic operation and, consequently, viewing the arithmetic operation symbols (+, -, or x)…

In the study, it was aimed to determine the students' basic mathematical problem-solving skills according to the problem-solving stages of Polya and the effectiveness of preschool education in problem solving. Besides, in the study, it was specified that the problem posing skill levels of the students were determined according to the definition…

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children's (N = 206) numeracy, cognitive, and language skills were measured…

This manuscript presents a study in which the new version of the computer-based training programme, The Number Race (NR), was used as an intervention for mathematically low-performing children in grade one (M[subscript age] = 86.46, SD = 3.89). In addition to ordinary teacher instruction in mathematics, the intervention group (n = 29) received NR…

Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese…

This study used a person-centered approach to examine mother-daughter dyad behaviors when jointly solving addition problems during a card game. The goal was to identify maternal and child profile behaviors during the interaction as predictors of children's autonomous addition accuracy and strategy use at the end of first grade. Videotaped…

Introduction. In this study, we focus on the relationship between the students' mathematical thinking and their non-mechanically identified eye-movements with the purpose to gain deeper understanding about the students' reasoning processes and to investigate the feasibility of incorporating eye-movement information in everyday pedagogy. Method.…

This study investigated income group differences in kindergartners' and first graders' (N = 161) arithmetic by examining the link between accuracy and strategy use on simple and complex addition problems. Low-income children were substantially less accurate than high-income children, in terms of both percentage of correctly solved problems and the…