In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms' mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy…

In Singapore, where primary and secondary students routinely top standardized worldwide mathematics examinations, a paradox emerges: when reaching university, many struggle to apply their skills critically in real-world contexts. This commentary examines the challenges and strategies involved in teaching quantitative reasoning (QR) to…

Preparing students to become self-regulated learners has become an important goal of primary education. Therefore, it is important to investigate how we can improve self-monitoring and self-regulation accuracy in primary school students. Focusing on mathematics problems, we investigated whether and how (1) high- and low-performing students…

Algebraic thinking and strategy flexibility are essential to advanced mathematical thinking. Early algebra instruction uses 'missing-operand' problems (e.g., x - 7 = 2) solvable via two typical strategies: (1) direct retrieval of arithmetic facts (e.g., 9 - 7 = 2) and (2) performance of the inverse operation (e.g., 2 + 7 = 9). The current study…

The purpose of this study is to explore elementary educators' perceptions regarding what it means to conceptually understand mathematics, the emphasis teachers place on utilizing evidence-based teaching processes, as identified as effective by National Council of Teachers of Mathematics (NCTM), and how these perceptions influence their…

We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students' performance on number knowledge and…

Metacognition is central to children's cognitive development. However, there is conflicting evidence about children's ability to accurately monitor their performance and subsequently control their behavior. This is of particular interest for mathematics topics on which children exhibit persistent misconceptions--that is, when children's knowledge…

Multidisciplinary teams are responsible for identifying reasonable accommodations that mediate the impact of a disability and level the playing field between those with and without disabilities on high-stakes mathematics assessments. However, minimal guidance is provided to teams selecting accommodations. This article provides a decision framework…

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or…

Creating equitable opportunities so all students can learn and succeed mathematically has been a key focus of mathematics education across several decades. Central to student achievement are students' mathematical identity and their feelings of success during instruction. Researchers (e.g., Boaler & Staples, 2008) have shown that teachers can…

One of the most difficult tasks that classroom teachers face is finding ways to reach all their students and match each student's level of mathematical readiness and performance to the skills they are required to teach. In classrooms and schools, current federal and state requirements have increased the emphasis on accountability for improved…

Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for…

The Mathematics Performance Expectations (MPE) define the content and level of achievement students must reach to be academically prepared for success in entry-level, credit-bearing mathematics courses in college or career training. They were developed through a process that involved faculty from Virginia's two- and four-year colleges and…

Using data for school improvement is a key goal of Race to the Top, and now is the time to make data-driven school improvement a priority. However, many educators are drowning in data. Boost your professional learning community's ability to translate data into action with this new book from Pam Robbins and Robert T. Hess. "The Data Toolkit"…

Purpose: The literature indicates the advantages of decisions formulated through intuition, as well as the limitations, such as lack of consistency in similar situations. The principle of consistency (invariance), requiring that two equivalent versions of choice-problems will produce the same preference, is violated in intuitive judgment. This…