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Lauren K. Schiller; Roberto A. Abreu-Mendoza; Miriam Rosenberg-Lee – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Decimal numbers are generally assumed to be a straightforward extension of the base-ten system for whole numbers given their shared place value structure. However, in decimal notation, unlike whole numbers, the same magnitude can be expressed in multiple ways (e.g., 0.8, 0.80, 0.800, etc.). Here, we used a number line task with carefully selected…
Descriptors: Arithmetic, Computation, Numbers, Bias
Tarryn Lovemore – Mathematics Education Research Group of Australasia, 2024
This paper is part of a broader study which explores South African pre-service teachers' use of the jump strategy on the empty number line for enhancing their confidence to do and teach mental mathematics computation strategies. The focus of this paper is the use of micro-teaching in the form of video recordings by pre-service teachers. Forty…
Descriptors: Foreign Countries, Preservice Teachers, Microteaching, Mathematics Instruction
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Denitza Dramkin; Darko Odic – Developmental Science, 2024
As adults, we represent and think about number, space, and time in at least two ways: our intuitive--but imprecise--perceptual representations, and the slowly learned--but precise--number words. With development, these representational formats interface, allowing us to use precise number words to estimate imprecise perceptual experiences. We test…
Descriptors: Child Development, Numbers, Vocabulary Development, Numeracy
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Suzanne Elise Splinter; Fien Depaepe; Lieven Verschaffel; Joke Torbeyns – Educational Studies in Mathematics, 2025
Mastery of the cardinality principle (CP) is foundational for children's mathematical development. Children's age and subitizing and counting skills contribute to their CP acquisition. This study aimed to investigate the effectiveness of different types of instruction for supporting 3-4-year-olds' CP development and its interplay with child…
Descriptors: Mathematics Education, Mathematics Skills, Preschool Children, Teaching Methods
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Charles J. Fitzsimmons; Clarissa A. Thompson – Metacognition and Learning, 2024
Metacognitive monitoring, recognizing when one is accurate or not, is important because judgments of one's performance or knowledge often relate to control decisions, such as help seeking. Unfortunately, children and adults struggle to accurately monitor their performance during number-magnitude estimation. People's accuracy in estimating number…
Descriptors: Metacognition, Progress Monitoring, Cues, Spatial Ability
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Estela A. Vallejo-Vargas; David A. Reid – International Journal of Science and Mathematics Education, 2024
This article presents a case study of two Grade 5 boys' argumentation concerning addition and subtraction of negative numbers while using an interactive tablet-based application simulating positive and negative tiles. We examine the properties of integers they conjectured, and the kinds of evidence and arguments they used to support their…
Descriptors: Grade 5, Persuasive Discourse, Addition, Subtraction
Deborah Stone – ProQuest LLC, 2024
This purpose of this quasi-experimental, ex-post facto study was to examine the effect of SpringMath as a classwide intervention for students in grades kindergarten through second grade within one elementary school. In order to research the effects of SpringMath on the whole-number computational fluency of kindergarten through second grade…
Descriptors: Numbers, Computation, Mathematics Education, Classroom Techniques
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Marios Pittalis – Mathematics Education Research Journal, 2025
A theoretical model describing Grade 7 students' rational number sense was formulated and validated empirically (n = 360), hypothesizing that rational number sense is a general construct consisting of three factors: basic rational number sense, arithmetic sense, and flexibility with rational numbers. Data analysis suggested that rational-number…
Descriptors: Middle School Mathematics, Middle School Students, Grade 7, Numbers
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Shirley Duong; Leanne E. Elliott; Olivia Sidoti; Heather J. Bachman; Melissa E. Libertus; Elizabeth Votruba-Drzal – Journal of Numerical Cognition, 2024
Children's participation in cultural, everyday practices and social interactions involving math and money can contribute to the development of their knowledge and skills in these domains. Further work is needed to uncover what features of these activities, such as aspects of the conversations that may occur (e.g., number and money talk),…
Descriptors: Parent Child Relationship, Parent Role, Preschool Children, Play
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Stacy K. Boote; Terrie M. Galanti; Danielle Felicien; Tara Kelly – Mathematics Teacher: Learning and Teaching PK-12, 2025
Teachers and teacher educators have been sharing strategies and resources for implementing mathematics routines in National Council of Teachers of Mathematics (NCTM) journals for years. A less commonly shared mathematics routine, especially with young learners, is "Clothesline Math" (Shore, 2017, 2018). In this routine, teachers create…
Descriptors: Mathematics Instruction, Visual Aids, Early Childhood Education, Mathematics Skills
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David Muñez; Josetxu Orrantia; Rosario Sanchez; Lieven Verschaffel; Laura Matilla – Journal of Cognition and Development, 2025
Previous research has demonstrated a link between children's ability to name canonical finger configurations and their mathematical abilities. This study aimed to investigate the nature of this association, specifically exploring whether the relationship is skill and handshape specific and identifying the underlying mechanisms involved.…
Descriptors: Foreign Countries, Elementary School Mathematics, Elementary School Students, Elementary School Teachers
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Cristina Carrazza; Susan C. Levine – Grantee Submission, 2024
Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk…
Descriptors: Numeracy, Numbers, Computation, Books