Education research has established that teachers' beliefs matter because they can affect classroom practices and student outcomes, and beliefs are viewed as an important construct within statistics education. However, relatively little research about the beliefs of in-service statistics teachers has been conducted. Additionally, little research…

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

Background: Robot-math is a term used to describe mathematics instruction centered on engineering, particularly robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges, and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the…

The purpose of this study was to explore individual patterns of strengths and weaknesses in children's mathematical knowledge about common fractions. Tasks that primarily measure either conceptual or procedural aspects of mathematical knowledge were assessed with the same children in their fourth- and fifth-grade years (N = 181, 56% female and 44%…

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…

Does conceptually oriented instruction jeopardize students' computational competence? If it does, then why are so many reform efforts continuing to emphasize the importance of teaching for conceptual understanding? If it does not, then why are the majority of teachers at all grade levels continuing to teach for computational competence without…

This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu:…

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided.…