This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems.

The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations.

This paper investigates how to reduce the theory-practice gap by making research the object of discussion for researchers and practitioners. The study is situated in the wicked problem of using digital technology in mathematics education

This paper presents a design-oriented approach to address the challenge of bridging the gap between educational research and practice by empowering teachers to make use of research findings in their classrooms.