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Counting-Focused Intervention Effects for Students with Mathematics Difficulty: A Research Synthesis
Direct linkSyeda Sharjina Akther; Sarah R. Powell; Danielle O. Lariviere – Learning Disabilities Research & Practice, 2025
Counting is foundational to success with mathematics. In this synthesis, we analyzed 17 studies about counting-focused interventions for preschool and kindergarten students with mathematics difficulty or at-risk of mathematics difficulty. All interventions addressed several components of counting, including stable order, one-to-one correspondence,…
Descriptors: Computation, Mathematics Skills, Learning Problems, Mathematical Concepts
Download full textHodgen, Jeremy; Foster, Colin; Marks, Rachel; Brown, Margaret – Education Endowment Foundation, 2018
This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…
Descriptors: Mathematics Instruction, Foreign Countries, Mathematics Skills, Feedback (Response)
Peer reviewedBallenger, Marcus; And Others – Childhood Education, 1984
Points out aspects of counting books that may impede learning, notes general and specific criteria for evaluating counting books, and offers an annotated bibliography illustrating the application of criteria. (RH)
Descriptors: Annotated Bibliographies, Books, Computation, Concept Formation
PDF pending restorationHiggins, Jon L., Ed. – 1979
This document provides abstracts of 20 research reports. Topics covered include: children's comprehension of simple story problems; field independence and group instruction; problem-solving competence and memory; spatial visualization and the use of manipulative materials; effects of games on mathematical skills; problem-solving ability and right…
Descriptors: Abstracts, Algebra, Calculators, Computation
Peer reviewedKouba, Vicky L.; Franklin, Kathy – Teaching Children Mathematics, 1995
Discusses mathematics education research on multiplication and division which implies that instruction should emphasize development of a sound conceptual basis for multiplication and division rather than memorization of tables and rules. Presents action research ideas. (10 references) (MKR)
Descriptors: Action Research, Algorithms, Arithmetic, Computation
Peer reviewedCaulfield, Rick – Early Childhood Education Journal, 2000
Examines current research on brain development, focusing on infants' ability to understand basic numerical concepts and arithmetic operations. Asserts that as the brain undergoes dramatic transformations, it already has a built-in capacity to understand basic numerical concepts. Recommends that parents and professionals engage in activities…
Descriptors: Brain, Cognitive Development, Computation, Concept Formation
Peer reviewedRoberts, Dennis M. – Review of Educational Research, 1980
Studies concerning the impacts of electronic calculators on mathematics-related achievement and attitudes were reviewed. Results showed support for the computational benefits due to calculator use, but support for conceptual benefits was minimal. Hypothesized changes in general attitudes toward mathematics for those using calculators was…
Descriptors: Academic Achievement, Calculators, Computation, Concept Formation
