The purpose of this study was to examine the effects of a number line intervention with supported self-explanation on student understanding of fraction magnitude and quality of explanation. Participants were three U.S. middle school students with significant behavior problems. Participants were given eight lessons containing explicit instruction…

The present study used the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) to examine the bidirectionality and co-occurrence between math achievement and behavioral outcomes of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses…

Productive struggle is crucial to students' mathematics learning. However, it has proven difficult for teachers to sustain struggle when it is productive or make it so when it is not. Studies show that teachers may offer students support when their struggles are productive or even refrain from offering support when students' struggles are…

Our children come to school every day to learn, participate, and prepare for what the future will bring. Others come to school to find refuge and help from those who dedicate their lives to ensure they are well and safe. They come with their minds filled with hopes and dreams, while others walk around the hallways with their hearts filled with…

SWLD are often underperforming in STEM courses compared to their peers without learning difficulties. Furthermore, how students perform in 9th grade is found to be a strong predictor of high school success, graduation, enrolling, and persisting in college (Easton et al., 2017). The study aimed to investigate whether the use of PBA, a…

The transition from arithmetic to algebra in middle school can be critical for students having persistent difficulties in mathematics. The leading perception in our project is that holistic relational thinking is an effective problem-solving tool in both arithmetic and algebra. We worked in collaboration with two teachers of special classes to…

The early prediction of math difficulties (MD) is important as it facilitates timely support. MD are multifaceted, and several factors are involved in their manifestation. This makes the accurate early prediction of MD particularly challenging. In the present study, we aim to predict MD in Grade 6 with kindergarten-age (age 6) measures by applying…

Math anxiety (MA) and math performance are generally negatively correlated (Barroso et al., 2021; Namkung et al., 2019). However, the mechanisms underlying this negative association remain unclear. According to the attentional control theory (ACT; Eysenck et al., 2007), anxious individuals experience impaired attentional control during problem…

In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020-nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied…

Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether U.S. Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement…

This single-case study assessed the effectiveness of a mnemonic pegword strategy designed to enhance the multiplication fact fluency of three 6th-grade students who demonstrated persistent learning difficulties in mathematics. A nonconcurrent multiple baseline across subjects design was utilized, incorporating 3-5 baseline sessions followed by…

Similar triangles in questions are usually given as separate, adjacent or overlapped. Furthermore, similarity types such as Side-Angle-Side (S.A.S.), Side-Side-Side (S.S.S.) and Angle-Angle (A.A.) are requested in the questions. Students have more trouble in other types of questions. The purpose of this study is to investigate the difficulties of…

In this theoretical essay, I build on complexity theory and commognition to theorize the ways in which failure to teach/learn mathematics (FTLM) emerges through the dynamic interactions among teacher, learner, and curriculum demands. I focus on two main concepts of complexity theory: emergence in dynamic systems and attractor states (stable,…

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, "Mystery Math" (n = 24) or control condition (n = 24). The…

This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…