Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and…

This study examines the link between inhibitory control skills (the ability to plan and suppress an inappropriate action in favour of a goal-oriented reaction) and the sense of self-efficacy (both social and emotional), and mathematics achievements in students with learning disabilities. In this study, 60 sixth-grade students with learning…

The purpose of this study was to examine the relationships among homework time, homework frequency, and learning achievements of Taiwanese students. Applying a 2-level hierarchical linear modeling on the TIMSS 2007 and 2011 data, our findings were as follows: (1) Within the context of TIMSS 2007 and 2011 students, the frequency of mathematics…

The present research examined how risk-taking protects against consequences of negative gender stereotypes among women in science, technology, engineering, and mathematics (STEM). In Study 1, undergraduate women and men in STEM (N = 1013) took an online survey assessing risk-taking, academic outcomes, and vulnerability to stereotype threat.…

The No Child Left Behind Act, Individuals with Disabilities Education Act, and the Race to the Top Initiative increased pressure to support academically below grade level students. Schools with large academically below grade-level students often have large Response to Intervention (RTI) groups. Large group sizes present challenges for high-quality…

Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…

The purpose of the investigation was to determine if there was a difference in student performance on the NYS Mathematics State Assessment between schools that implemented PBL versus those that did not. The aim was also to determine if there was a difference in students' and teachers' attitudes about the school community, specifically in rigorous…

This brief is part of a continuing series for California education leaders on key policy issues related to teachers and teaching. With California in the process of revising its K-12 math framework and with educators and students grappling with lost instructional time during the COVID-19 pandemic, now is an opportune moment to examine ways to…

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs…

As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and…

The COVID-19 pandemic caused unprecedented disruptions to teaching and learning. In March 2020, COVID-19 pandemic was recognized as a life-threatening virus, therefore, schools across the United States of America had an induced lockdown, which prevented the continuation of in-person learning. Adjustments, quickly, were made to the learning…

In the target article, Xing and colleagues (2021) claimed that 6- to 8-year-olds who spontaneously referenced the midpoint of 0-100 number lines made more accurate magnitude estimates and scored higher on a standardized math achievement test than other children. Unlike previous studies, however, the authors found no relation between accuracy on…

This study presents findings from a randomized controlled trial of an afterschool program intended to develop mathematics identity for students from grades 4 and 5 in groups underrepresented in STEM. Mathematics identity refers to the ways that students think about themselves in relation to mathematics and the extent to which they have developed a…

The present grant funded study by the Office of Research and Sponsored Projects investigated the effects of a chronological multicultural mathematics (CMM) framework on math identity and math achievement of student participants enrolled in two virtual post-secondary developmental math courses (N = 9). The students were selected due to an inability…

Policy efforts in mathematics have focused on increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a…