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Foreman-Murray, Lindsay; Fuchs, Lynn S. – Grantee Submission, 2018

Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students'…

Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Mathematics Skills

Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.; Huston-Warren, Emily – Grantee Submission, 2016

There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key…

Descriptors: Mathematics Skills, Fractions, Grade 6, Middle School Students

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Doug – Learning Disabilities Research & Practice, 2013

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by…

Descriptors: Learning Disabilities, State Standards, Mathematics Skills, Mathematics Instruction

Cirino, Paul T.; Fuchs, Lynn S.; Elias, John T.; Powell, Sarah R.; Schumacher, Robin F. – Journal of Learning Disabilities, 2015

The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…

Descriptors: Learning Disabilities, Student Characteristics, Cognitive Ability, Mathematics Skills

Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Journal of Educational Psychology, 2014

This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on…

Descriptors: Individual Differences, Cognitive Ability, Mathematics Skills, Numbers

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Elementary School Journal, 2016

The purpose of this study was to assess the added value of dynamic assessment (DA) for predicting individual differences in year-end first-grade calculation (CA) and word-problem (WP) performance as a function of limited English proficiency (LEP) status. Beginning first graders (129 LEP; 163 non-LEP) were assessed on brief and static mathematics…

Descriptors: Grade 1, Language Proficiency, Mathematics, Mathematics Instruction

Fuchs, Lynn S.; Fuchs,Douglas – Journal of Special Education, 2005

This article focuses on the research program on mathematical problem solving conducted by the Center on Accelerating Student Learning (CASL). First, a subset of CASL themes, illustrated in the mathematical problem-solving studies, is highlighted. Then, the theoretical underpinnings of the mathematical problem-solving intervention methods are…

Descriptors: Futures (of Society), Intervention, Research Projects, Problem Solving

Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren – Journal of Educational Psychology, 2008

The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains,…

Descriptors: Problem Solving, Geometric Concepts, Grade 3, Computation

Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul – Grantee Submission, 2016

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention delivered as part of the larger program. At-risk 4th graders (n = 213) were randomly assigned at the individual…

Descriptors: Grade 4, At Risk Students, Elementary School Students, Word Problems (Mathematics)

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C. – Journal of Educational Psychology, 2014

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

Descriptors: Computation, Word Problems (Mathematics), Mathematics Instruction, Teaching Methods

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. – Journal of Learning Disabilities, 2009

This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of…

Descriptors: Word Problems (Mathematics), Difficulty Level, Elementary School Mathematics, Elementary School Students

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Grantee Submission, 2015

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

Descriptors: Inclusion, Intervention, Special Education, Special Education Teachers

Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M. – Learning Disability Quarterly, 2008

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…

Descriptors: Intervention, Learning Disabilities, Word Problems (Mathematics), Grade 3

Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…

Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics

Namkung, Jessica M.; Fuchs, Lynn S. – Grantee Submission, 2015

The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…

Descriptors: Predictor Variables, At Risk Students, Grade 4, Elementary School Students