The main goal of this paper is to show how Vasily Davydov's powerful ideas about the nature of mathematical thinking and learning can transform the teaching and learning of additive word problem solving. The name Vasily Davydov is well known in the field of mathematics education in Russia. However, the transformative value of Davydov's theoretical…

Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and…

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word…

This research examines students' ability to integrate algebraic variables with arithmetic operations and symbols as a result of the type of instruction they received, and places their work on scales that illustrate its location on the continuum from arithmetic to algebraic reasoning. It presents data from pre- and post-instruction clinical…

This article explains how to teach long division using hands-on materials (skittles, base ten blocks, colored counters, numeral cards) and investigates reviewing division word problems with middle school students (N=27) with learning disabilities in mathematics by this approach compared to spending the same amount of time on the typical practices…