Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design…

This study examined characteristics of problem posing and its relationship with the teaching experience of elementary school mathematics teachers from ethnic minority areas in the Southwest of China. Eighty-one (N = 81) elementary school mathematics teachers responded to a task-based questionnaire and posed mathematical problems based on given…

A strong foundation in early number concepts is crucial for students' future success in statistics. Despite its importance in statistics, many first-year students struggle to comprehend the normal distribution due to a lack of basic number sense. Students get confused about the order and magnitude of negative z-scores on a standard normal curve or…

In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based…

This empirical paper reports on the development of a professional development initiative, namely the word sum-wheel, which teachers developed collaboratively. The study's objective was to determine how teachers' mathematics word problem-solving instruction could be enhanced through the development of the word-sum wheel using participatory action…

This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of…

This cohort-sequential study explored the working memory (WM) structures that underlie growth in mathematical word problem solving (WPS) performance in elementary school emergent bilingual children whose first language (L1) is Spanish. To this end, children (N = 429) in Grades 1, 2, and 3 in southwest U.S. school districts at Wave 1 were…

To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4-year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's…

One of the factors associated with the less than positive mathematics performance of American students could be poorly designed textbooks that fail to facilitate the development of critical mathematical ideas. This study examined two reform-based textbooks (Go math! and Investigations) in reference to essential, mathematical big ideas emphasized…

Learning to solve arithmetic word problems is an essential part of the primary school mathematics curriculum. The success of word-problem solving was previously found to relate to reading comprehension ability of children. However, the relationships between specific reading comprehension component skills and word-problem solving remain largely…

Mathematics reading and spatial ability are important learning components in mathematics education. However, in traditional instruction, it is difficult to develop learners' mathematics reading and spatial abilities. Therefore, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope…

Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years,…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to…

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified…