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Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W.; Sarama, Julie; Clements, Douglas H. – Journal of Educational Psychology, 2017

We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income…

Descriptors: Mathematics Achievement, Racial Differences, African American Students, Classroom Environment

Lampinen, Andrew K.; McClelland, James L. – Journal of Educational Psychology, 2018

Previous research has found that different presentations of the same concept can result in different patterns of transfer to isomorphic instances of that concept. Much of this work has framed these effects in terms of advantages and disadvantages of concreteness or abstractness. We note that mathematics is a richly structured field, with deeply…

Descriptors: Teaching Methods, Mathematics Instruction, Mathematical Concepts, Adult Education

Andersson, Ulf – Journal of Educational Psychology, 2008

The mathematical performance of 182 third and fourth graders in 8 different areas of mathematics was examined. The children belonged to 4 achievement groups: children with mathematic difficulties (MD only), children with both mathematic and reading difficulties (MD-RD), children with reading difficulties (RD only), and normally achieving children…

Descriptors: Reading Difficulties, Learning Problems, Problem Solving, Number Concepts

Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S. – Journal of Educational Psychology, 2012

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

Descriptors: Prior Learning, Feedback (Response), Learning Theories, Problem Solving

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

Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2009

Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a)…

Descriptors: Mathematics Education, Educational Psychology, Equations (Mathematics), Knowledge Level

Bergold, Sebastian; Wendt, Heike; Kasper, Daniel; Steinmayr, Ricarda – Journal of Educational Psychology, 2017

The present study investigated (a) how a latent profile analysis based on representative data of N = 74,868 4th graders from 17 European countries would cluster the students on the basis of their reading, mathematics, and science achievement test scores; (b) whether there would be gender differences at various competency levels, especially among…

Descriptors: Academic Ability, Gender Differences, Disproportionate Representation, Profiles

Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park – Journal of Educational Psychology, 2013

We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…

Descriptors: Gender Differences, Educational Technology, Technology Uses in Education, Mathematics Instruction

Peer reviewed

Mills, Carol J.; And Others – Journal of Educational Psychology, 1993

Among 1,453 male and 1,133 female academically talented 7- to 11-year-old students, boys performed better overall than girls on mathematical reasoning. Gender differences appeared as early as second grade, varying according to mathematics subskills. Male performance was better on tasks requiring application of algebraic rules and understanding of…

Descriptors: Academically Gifted, Age Differences, Algebra, Algorithms

Huguet, Pascal; Regner, Isabelle – Journal of Educational Psychology, 2007

There is ample evidence today in the stereotype threat literature that women and girls are influenced by gender-stereotyped expectations on standardized math tests. Despite its high relevance to education, this phenomenon has not received much attention in school settings. The present studies offer the 1st evidence to date indicating that middle…

Descriptors: Sex Stereotypes, Mathematics Achievement, Womens Education, Mathematics Skills

Hickendorff, Marian; van Putten, Cornelis M.; Verhelst, Norman D.; Heiser, Willem J. – Journal of Educational Psychology, 2010

Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy.…

Descriptors: Individual Differences, Grade 6, Item Response Theory, Computation

Kretschmann, Julia; Vock, Miriam; Lüdtke, Oliver – Journal of Educational Psychology, 2014

Using German data, we examined the effects of one specific type of acceleration--grade skipping--on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was…

Descriptors: Foreign Countries, Academic Achievement, Elementary School Students, Acceleration (Education)

Powell, Sarah R.; Fuchs, Lynn S. – Journal of Educational Psychology, 2010

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

Descriptors: Elementary School Students, Word Problems (Mathematics), Mathematics Skills, Equations (Mathematics)

Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul – Journal of Educational Psychology, 2013

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…

Descriptors: At Risk Students, Tutoring, Arithmetic, Mathematics Instruction

Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2007

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation…

Descriptors: Mathematics Instruction, Concept Formation, Mathematical Concepts, Educational Change

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