Students' construction, coordination, and abstraction of units underlie success across multiple mathematics domains. Structures for coordinating units underscore notions of numbers as composite units (e.g., five is a unit of five and five units of one). In this working group, we seek to facilitate collaboration amongst researchers and educators…

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS…

This article draws on some ideas explored during and after a writing workshop to develop classroom resources for the reSolve: Mathematics by Inquiry (www.resolve.edu.au) project. The project develops classroom and professional learning resources that will promote a spirit of inquiry in school mathematics from Foundation to year ten. The…

It is widely documented that the density property of rational numbers is challenging for students. The framework theory approach to conceptual change places this observation in the more general frame of problems faced by learners in the transition from natural to rational numbers. As students enrich, but do not restructure, their natural number…

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University.…

This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade…

A solid understanding of equivalent fractions is considered a steppingstone towards a better understanding of operations with fractions. In this article, 55 rural Australian students' conceptions of equivalent fractions are presented. Data collected included students' responses to a short written test and follow-up interviews with three students…

Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children…

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary…

This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on…