Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries and several initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of elementary school students' CT skills and knowledge. Unplugged learning tasks, block-based…

This article explores three attributes of teachers' understanding of fraction magnitude: the accuracy and reasonableness of teachers' estimations in response to fraction arithmetic tasks as well as the alignment of the estimation strategies they used with the concept of fraction magnitude. The data were collected from a national sample of…

Background: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and…

Background: Owing to the exponential growth of three-dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the…

To understand mathematics, children must interpret mathematics symbols. In this study, we designed a brief assessment of mathematics symbols for children in the elementary grades. For each of 23 symbols, children identified the symbol, provided the meaning of the symbol, and used the symbol. We assessed 297 children in Grades 1, 3, and 5. Internal…

This study aimed to reveal the conceptual and operational conceptions of sixth-grade students in the process of division. The focus of the study included the strategies used in the division process, the students' understanding of the division algorithm, and their ability to interpret the remainder in a real-life context. Being qualitative in…

Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The "integrated theory of numerical development" posits that, in addition to these differences, whole numbers and fractions also have important commonalities. In both, students need to learn how to interpret number symbols in terms of…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The intention of the present study is to know how students' performance on number sense based on the components of number sense and also the sub-components in it. The participants of the study are 80 six graders (12-13 year-old) from three different schools that represent the city, rural, and small town areas. The data were collected using the…

The purpose of this study is to investigate teachers' understanding and knowledge of computational estimation, and teaching practice toward to computational estimation. There are six fifth-grade elementary teachers who participated in this study; three teachers with mathematics/ science major and three teachers with non-mathematics/science major.…

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…

The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated…

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with…

We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross-sectional design. Results indicated that the…