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Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Journal of Educational Psychology, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
Tian, Jing; Braithwaite, David W.; Siegler, Robert S. – Journal of Educational Psychology, 2021
This study investigated relations between the distribution of practice problems in textbooks and students' learning of decimal arithmetic. In Study 1, we analyzed the distributions of decimal arithmetic practice problems that appeared in 3 leading math textbook series in the United States. Similar imbalances in the relative frequencies of decimal…
Descriptors: Textbooks, Mathematics Instruction, Arithmetic, Problem Solving
Braithwaite, David W.; Siegler, Robert S. – Journal of Educational Psychology, 2021
Learning fractions is a critical step in children's mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions…
Descriptors: Fractions, Addition, Middle School Mathematics, Middle School Students
Lortie-Forgues, Hugues; Siegler, Robert S. – Journal of Educational Psychology, 2017
In 2 studies (Ns = 55 and 54), the authors examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., "True or…
Descriptors: Arithmetic, Middle School Students, Knowledge Level, Computation