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Running, Kristin; Codding, Robin S.; Varma, Sashank; Rao, V. N. Vimal; Wackerle-Hollman, Alisha – Elementary School Journal, 2023
Conceptual and procedural instruction order may affect students' learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first,…
Descriptors: Mathematics Instruction, Mathematics Skills, Grade 4, Elementary School Students
Sari, Mehmet Hayri; Szczygiel, Monika – Psychology in the Schools, 2023
Although interest in mathematics anxiety in young children (6-11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the…
Descriptors: Mathematics Anxiety, Number Systems, Mathematics Achievement, Number Concepts
Yuan, Yuan; Chen, Kuolong – International Journal of Science and Mathematics Education, 2023
This study used fraction number line estimation tasks to evaluate students' developmental patterns, and the relationship of such tasks with whole number bias was explored. In total, 189 fourth-grade students in a northern Taiwan elementary school were followed over 2 years. The results demonstrated that the students' fraction learning development…
Descriptors: Fractions, Numbers, Computation, Grade 4
Pacheco-Muñoz, Ever; Nava-Lobato, Stefany; Juárez-López, José Antonio; Ponce de León-Palacios, Manuel – Mathematics Teaching Research Journal, 2023
The present research focuses on analyzing how fourth-grade elementary school students (ages 9 to 10) solve and interpret the result of non-routine problems, precisely division measurement and division-partition with remainder. The methodology is qualitative, with a descriptive and interpretative approach. The information was collected using a…
Descriptors: Elementary School Students, Grade 4, Mexicans, Foreign Countries
Sturk, Erika – Written Communication, 2023
This study explored disciplinary writing in grades 4-6 and the potential of writing to learn and learning to write across the curriculum to prepare the pupils for their future writing. Using Ivanic's discourses of writing as an analytical framework, observation protocols from 104 observers in 374 lessons in 76 Swedish schools were analyzed…
Descriptors: Writing (Composition), Writing Instruction, Curriculum Design, Foreign Countries
Esra Demirtas; I?sa Korkmaz – International Journal of Contemporary Educational Research, 2023
This study was conducted to reveal the role of 4th grade students' level of metacognitive awareness in predicting their academic achievement. The Relational Survey Method, one of the quantitative data collection methods, was used in the study. The study group was selected through random sampling method. It consists of 526 fourth grade students…
Descriptors: Metacognition, Grade 4, Academic Achievement, Foreign Countries
Lesley S. Noel – ProQuest LLC, 2023
In this dissertation, I present the findings from the implementation of an informational text reading comprehension intervention. Using a single-case multiple baselines across participants' experimental design, I examined results from three small heterogeneous groups of three to four students during the literacy block in a suburban fourth-grade…
Descriptors: Reading Comprehension, Grade 4, Oral Language, Recall (Psychology)
Lin, Xin; Powell, Sarah R. – Learning Disabilities Research & Practice, 2023
This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison…
Descriptors: Fractions, Vocabulary Development, Mathematics Instruction, Learning Problems
Abas, Muhamad; Uge, Sarnely; Alwy, Auliya Rahmasari – Elementary School Forum (Mimbar Sekolah Dasar), 2023
Social science learning outcomes of students in elementary schools are a problem faced by teachers. Parental guidance at home is one of the influencing factors. The purpose of this study is to determine the relationship between parental tutoring and social studies learning outcomes of fourth-grade students of one public elementary school in…
Descriptors: Tutoring, Parent Participation, Social Studies, Elementary School Students
Amanda L. Clark – ProQuest LLC, 2023
Teacher accountability and test scores currently drive many practices within the field of education. At the same time, student populations have become increasingly diverse, causing classroom teachers to feel pressured to teach to the test. Differentiated instruction has emerged as a best practice to help maximize learning for all students.…
Descriptors: Grade 4, Grade 5, Elementary School Teachers, Reading Teachers
Lysette Cohen – ProQuest LLC, 2023
Third- to fifth-grade teachers are struggling to teach writing, and research had not addressed how their training to teach writing or their confidence in their ability to use effective strategies to teach writing influences their teaching. The purpose of this basic qualitative study was to explore third- to fifth-grade teachers' training in…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Teachers
Qian, Quan; Zheng, Guomin; Huang, Xianhan; Liao, Xian – Reading & Writing Quarterly, 2023
Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation…
Descriptors: Reading Strategies, Reading Instruction, Reading Comprehension, Grade 4
Duhon, Gary J.; Poncy, Brian C.; Krawiec, Cari F.; Davis, R. Evan; Ellis-Hervey, Nina; Skinner, Christopher H. – School Psychology Review, 2022
When remedying student academic deficits, educators must decide not only upon the intervention package to employ but how much of that intervention to deliver in order to provide an effective dose. In the current study, various doses of an explicit timing math fluency intervention package were evaluated with 105 fourth-grade students to identify…
Descriptors: Elementary School Students, Intervention, Outcomes of Treatment, Grade 4
Määttä, Saku; Hannula-Sormunen, Minna; Halme, Hilma; McMullen, Jake – Journal of Numerical Cognition, 2022
Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students' tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this…
Descriptors: Attention, Intervention, Elementary School Students, Grade 4
Daniel Scott Warcken – ProQuest LLC, 2022
Within the last 100 years, the number of school districts in America has dropped by as much as 90% (Murdock, 2012), from 117,108 in 1939 to 13,452 in 2019 (National Center for Education Statistics [NCES], 2020). Funding and how to provide educational equity, equality, and justice for all is a critical conversation. According to the North Dakota…
Descriptors: Grade 4, Reading Achievement, Scores, Textbook Evaluation