Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Erika C. Bullock, The University of Memphis

Effects of Explanations and Presentation Order of Manipulatives and Written Symbols in Second-Grade Addition Instruction - Emmanuelle Adrien, Concordia University - Montreal; Nathalie Duponsel, Concordia University; Helena P. Osana, Concordia University

Pilot Test of a Comprehensive Intervention to Improve Children's Understanding of Math Equivalence - Caroline Byrd Hornburg, University of Notre Dame; Nicole M. McNeil, University of Notre Dame; Cristina Carrazza, University of Notre Dame; Julia M. Matthews, University of Notre Dame; Heather Brletic-Shipley; Erin Celeste, University of Notre Dame

Translating Research on Instruction and Professional Development Into Student Learning About Mathematical Equivalence - Helena P. Osana, Concordia University; Emmanuelle Adrien, Concordia University - Montreal; Allyson Cooperman, Concordia University; Marian Coret, University of Alberta; Naheed Hosan, University of Alberta; Rebecca Watchorn Kong, University of Alberta; Jody Sherman LeVos, LeapFrog; Carley Piatt, University of Alberta; Andre Valle, Concordia University; Jeffrey Bisanz, University of Alberta

Which Kindergarten Common Core Domains Are Most Predictive of Later Mathematics Achievement? - Tyler Watts, University of California - Irvine; Greg Duncan, University of California - Irvine; Douglas H. Clements, University of Denver; Julie Sarama, University of Denver; Christopher B. Wolfe, University at Buffalo - SUNY; Mary Elaine Spitler, State University of New York

Working Memory in Relation to Mental Multiplication in Elementary Students - Ru-de Liu, Beijing Normal University; Yi Ding, Fordham University; Dake Zhang, Rutgers University; Jia Wang, Beijing Normal University; Le Xu, Beijing Normal University