The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses…

The study's goal was to identify the beginning of 1st grade quantitative competencies that predict mathematics achievement start point and growth through 5th grade. Measures of number, counting, and arithmetic competencies were administered in early 1st grade and used to predict mathematics achievement through 5th (n = 177), while controlling for…

Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and…