The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…

Research Findings: A 9-month study served to evaluate the effectiveness of a pre-kindergarten number sense curriculum. Phase 1 of the intervention involved manipulative-, game-based number sense instruction; Phase 2, computer-aided mental-arithmetic training with the simplest sums. Eighty 4- and 5-year-olds at risk for school failure were randomly…

Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children's numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers' (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical…

Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain tend to repeat themselves in new contexts. Development of estimation in this age range on 0-to-100 number lines…