The transition from kindergarten to the first grade of elementary school is a crucial developmental period that can significantly influence pupils' academic trajectories. This study aimed to examine whether adaptation to the school environment moderates the relationship between skill-specific performance and academic achievement in two core…

This study focuses on the relationship between an autonomy-supportive classroom climate and changes in attitudes towards social participation in mixed-grade classes. The research field involved the learning activities conducted in a Japanese elementary school. Learning activities were carried out in mixed-grade classes, and the children engaged in…

The purpose of this meta-analysis is to examine the effect of problem-posing on students' mathematical academic outcomes, including problem-solving skills, problem-posing skills, mathematical dispositions, and mathematics achievement. Twenty-one studies that were published between 1990 and 2019 with problem-posing as the intervention were included…

This study aimed to create a constructivist learning environment wherein third-grade students talk to problem solve, which is different from traditional approaches to math learning. The study focused on the group talk and discussions to understand the students' actions and interactions during the process of problem-solving. Fifteen students and…

The following is a report of an exploration of what mathematical reasoning might look like in classrooms. Focusing on just one lesson in one classroom, data are presented that indicate that upper primary students are willing and able to reason for themselves, especially in classrooms in which the culture for such reasoning has been established. It…

This paper adds to a discussion initiated by Askew (2007) about two contrasting views of scaffolding; as a "tool for results" and a "tool-and-result". The study took place in four primary classrooms within a low socioeconomic setting. Two classroom episodes drawn from one of the teacher's classroom, illustrate the two different…