Abstract
Children with mathematics difficulties often show challenges in additive reasoning and problem solving and may experience challenges with more advanced mathematics. To address these challenges, we implemented a computer-based intervention to promote children’s conceptual understanding of numbers, counting, and additive strategies. The purpose of this exploratory case study was to provide an in-depth analysis of the progression of counting and composite unit development as well as strategies for solving addition and subtraction problems by two third-graders with mathematics difficulties in a computer-based learning environment. We analyzed video-recorded sessions, field notes, and pre- and post-assessments. Our findings show that participating students negotiated solving addition and subtraction problems through inventing more advanced and efficient additive double-counting strategies. In addition, it seems that the growth of their counting through the computer-based intervention was generalized to solving additive problems on a paper-and-pencil test.
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