This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo / achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo / perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo / use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo / mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo / adoption of achievement goals, use of learning strategies, and mathematics achievement.

This study explores the effectiveness of the i-Ready Mathematics program in enhancing third-grade students’ understanding of fractions through a mixed-methods approach. Utilizing an explanatory sequential design, this research combines quantitative analysis of student diagnostic and F.A.S.T. assessment scores in mathematics with qualitative observational data. The study aims to assess whether i-Ready serves as a supportive tool for fraction learning and identify behavioral factors influencing student engagement. Conducted over a three-month period in one third grade classroom, the study followed five students engaged with i-Ready’s fraction-focused lessons. Quantitative findings indicated that most students demonstrated academic growth, as evidenced by upward trends in diagnostic scores. These results suggest a positive impact of the i-Ready program on fraction comprehension. Qualitative observations provided further context, highlighting themes of engagement, frustration, and task perseverance. Findings suggest that students who maintained focus and positive engagement with i-Ready showed greater academic progress, whereas those exhibiting signs of frustration or disengagement had slower growth trajectories. This research contributes to a deeper understanding of the role digital tools can play in elementary math education, particularly in fraction comprehension. However, limitations such as the small sample size, short study duration, and potential observer effect restrict the generalizability of findings. Future research involving larger, more diverse samples and longer study periods is recommended to further validate and expand upon these results. Overall, this study underscores the potential of structured digital programs like i-Ready to support mathematics learning when effectively implemented in classroom settings.