Measures and References: Operations

Return to Operations factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Numerical Operations Subtest of the Wechsler Individual Achievement Test (WIAT-III) (Wechsler, 2009): Standardized test assessing procedural knowledge of Operations, including arithmetic with fractions and negative integers.

References

Barnhardt, C., Borsting, E., Deland, P., Pham, N., & Vu, T. (2005). Relationship between visual-motor integration and spatial organization of written language and math. Optometry and Vision Science, 82(2), 138-43.

Berry III, R. Q., Thunder, K., & McClain, O. L. (2011). Counter narratives: Examining the mathematics and racial identities of Black boys who are successful with school mathematics. Journal of African American Males in Education, 2(1).

Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and

academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336.

Butterworth, B, Sashank V, & Laurillard, D. (2011). Dyscalculia: From brain to education. Science 332 (6033), 1049-105.

Chomitz, V. R., Slining, M. M., McGowan, R. J., Mitchell, S. E., Dawson, G. F., & Hacker, K. A. (2009). Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States. Journal of School Health, 79(1), 30-37.

De Smedt, B., Holloway, I. D., & Ansari, D. (2011). Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency. NeuroImage, 57(3), 771-781.

De Visscher, A., & Noel, M. P. (2014). The detrimental effect of interference in multiplication facts storing: Typical development and individual differences. Journal of Experimental Psychology: General, 143(6), 2380-2400.

Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259.

Keller, J. (2002). Blatant stereotype threat and women's math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47(3-4), 193-198.

Kleemans, T., Segers, E., & Verhoeven, L. (2012). Naming speed as a clinical marker in predicting basic calculation skills in children with specific language impairment. Research in Developmental Disabilities, 33, 882-889.

Kyttala, M., & Lehto, J. E. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology Education, 23(1), 77-94.

Robinson, K. M., & Dube, A. K. (2009). Children's understanding of the inverse relation between multiplication and division. Cognitive Development, 24(3), 310-321.

Robinson, K. M., Arbuthnott, K. D., Rose, D., McCarron, M. C., Globa, C. A., & Phonexay, S. D. (2006). Stability and change in children's division strategies. Journal of Experimental Child Psychology, 93(3), 224-238.

Rosenberg-Lee, M., Ashkenazi, S., Chen, T., Young, B., Geary, D. C., & Menon, V. (2015). Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Developmental Science, 18(3), 351-372.

Roussel, J. L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison between additive and multiplicative problem solving. European Journal of Cognitive Psychology, 14(1), 61-104.

Rubinsten, O., & Tonnock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46), 1-13.

Schneider, M., Rittle-Johnson, B., & Star, J. R. (2011). Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 47(6), 1525-1538

Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79(3), 294-321.

Traff, U., Skagerlund, K., Olsson, L., & Östergren, R. (2017). Pathways to arithmetic fact retrieval and percentage calculation in adolescents. British Journal of Educational Psychology, 87(4), 647-663.

Vanbinst, K., Ceulemans, E., Ghesquiere, P., & De Smedt, B. (2015). Profiles of children's arithmetic fact development : A model-based clustering approach. Journal of Experimental Child Psychology, 133, 29-46.

Wechsler, D. (2009). Wechsler Individual Achievement Test 2nd Edition (WIAT III). San Antonio, TX: The Psychological Corp.

Witacre, I., Schoen, R., Champagne, Z., & Goddard, A. (2017). Relational thinking: What's the difference? Teaching Children Mathematics, 23(5), 302-308.