It was aimed to reveal the informal statistical inferences of primary school students on the concept of variability. A phenomenographic research approach was adopted. A task was adapted and used as a data collection tool. Clinical interviews were conducted with 20 primary school students from each grade level. Data were analyzed within the context…

The paper presents an analysis of elementary grade mathematics teaching in India focusing on mathematical reasoning. Mathematical reasoning is an important tool to make sense of mathematical ideas, which in turn makes mathematics more accessible to learners and promotes social equality. The paper analyzes 112 lessons from Grades 1 to 8 by 21…

Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10…

Algebraic thinking is an important part of mathematical thinking, and researchers agree that it is beneficial to develop algebraic thinking from an early age. However, there are few examples of what can be taken as indicators of young students' algebraic thinking. The results contribute to filling that gap by analyzing and exemplifying young…

Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional…

Background/context: Student heterogeneity is a persistent and fundamental challenge in all school systems. In many countries, including Norway, politicians and actors within the educational sector have increased the use of additional teachers, teacher assistants, and special education teachers to respond to this challenge (Bonesrønning, Iversen…

We present the results from an exploratory study that aimed to measure teachers' specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results…

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…

A meta-analysis of single-case design research was conducted to evaluate the effectiveness of mathematics interventions for elementary grade (K-5) students with mathematics difficulties (MD) and mathematics learning disabilities (LD). The study examined whether intervention effectiveness varied as a function of participant characteristics (i.e.,…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers' perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to…

The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as ex post facto research. The research sample consisted of two cohorts. Cohort 1 included 415 primary school children who received face-to-face instruction by attending school…

This study aims to investigate how primary school students' three-dimensional geometric thinking changes across grades. The survey model was used, and the study group was comprising of 520 primary school students in a large city of Turkey. In the study, the Three-Dimensional Geometric Thinking Test, which is a paper and pencil test, was used to…

The purpose of this research study was to investigate teacher perspectives of implementing standards-based grading in kindergarten through fifth grade in language arts and math in Southern Illinois. This mixed-methods explanatory research study examined the challenges teachers encountered when implementing standards-based grading, and the changes,…

Three hundred and ninety-one children (195 girls; M[subscript age] = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences…