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Direct linkDemir-Lira, Ö. Ece; Suárez-Pellicioni, Macarena; Binzak, John V.; Booth, James R. – Learning Disability Quarterly, 2020
Attitudes toward math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement. This study…
Descriptors: Elementary School Students, Student Attitudes, Mathematics Skills, Arithmetic
Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
Peer reviewedMcIntyre, Susan B.; And Others – Learning Disability Quarterly, 1991
The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…
Descriptors: Arithmetic, Case Studies, Computation, Elementary Education
