Learning loss due to online learning has caused students to experience a decrease in their ability to solve mathematical problems. One of the declines in students' mathematical problem-solving skills occurred in the statistics course. Statistics as a branch of mathematics has an important role in training students' skills in processing and…

Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child's cognition. Representations with physical manipulatives are widely studied through a graduated…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

Daily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

The present study summarized three studies of schema-based instruction (SBI), a research-based Tier 1 mathematics program implemented in general education classrooms. We evaluated the efficacy of SBI in improving the mathematics achievement of seventh-grade students, including students with or at risk for mathematics disabilities (MD). The three…

The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was…

The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was…

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by…

This paper describes part of a mixed-methods study comparing the effectiveness of an individual, conceptual instruction based, tuition program delivered face-to-face and by personal videoconferencing (PVC) for 30 upper primary and middle school students with mathematical learning difficulties (MLDs). The experimental intervention targeted number…

This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare…

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy…