There is a long-standing and ongoing debate about the relations between conceptual and
procedural knowledge (ie, knowledge of concepts and procedures). Although there is broad …

A long tradition of research on mathematical thinking has focused on procedural knowledge,
or knowledge of how to solve problems and enact procedures. In recent years, however …

The third edition of this significant and groundbreaking book summarizes current research
into how young children learn mathematics and how best to develop foundational …

Students hold many misconceptions as they transition from arithmetic to algebraic thinking,
and these misconceptions can hinder their performance and learning in the subject. To …

Feedback can be a powerful learning tool, but its effects vary widely. Research has
suggested that learners' prior knowledge may moderate the effects of feedback; however, no …

Children often struggle to gain understanding from instruction on a procedure, particularly
when it is taught in the context of abstract mathematical symbols. We tested whether a …

Knowledge of the equal sign as an indicator of mathematical equality is foundational to
children's mathematical development and serves as a key link between arithmetic and …

Mathematics skills are associated with future employment, well-being, and quality of life.
However, many adults and children fail to learn the mathematics skills they require. To …

Children's equal sign understanding affects learning of early algebra. Most studies to date
have focused exclusively on the presence of relational interpretations of the equal sign …

Sex differences in the strength of the relations between mathematics anxiety, mathematics
attitudes, and mathematics achievement were assessed concurrently in sixth grade (n …