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Robert Schoen; Wendy Bray; Claire Riddell; Charity Buntin; Naomi Iuhasz-Velez; Walter Secada; Eva Yujia Li – Journal for Research in Mathematics Education, 2024
Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of…
Descriptors: Elementary School Teachers, Elementary School Mathematics, Cognitive Development, Professional Development Schools
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Kamii, Constance; Russell, Kelly A. – Journal for Research in Mathematics Education, 2012
Based on Piaget's theory of logico-mathematical knowledge, 126 students in grades 2-5 were asked 6 questions about elapsed time. The main reason found for difficulty with elapsed time is children's inability to coordinate hierarchical units (hours and minutes). The educational implications drawn are that students must be encouraged to think about…
Descriptors: Piagetian Theory, Cognitive Development, Time, Time Perspective
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Swinyard, Craig; Larsen, Sean – Journal for Research in Mathematics Education, 2012
The purpose of this article is to elaborate Cottrill et al.'s (1996) conceptual framework of limit, an explanatory model of how students might come to understand the limit concept. Drawing on a retrospective analysis of 2 teaching experiments, we propose 2 theoretical constructs to account for the students' success in formulating and understanding…
Descriptors: Mathematics Education, Learner Engagement, Models, Experiments
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Kamii, Constance; Russell, Kelly A. – Journal for Research in Mathematics Education, 2010
Piaget (1971) made a distinction between intuitive (preoperational) time and operational (logico-mathematical) time. According to Piaget, operational time develops around 7-8 years of age and is characterized by children's ability to deduce, for example, that if A was born before B, A will always be older than B. When time is still intuitive,…
Descriptors: Time, Mathematical Concepts, Young Children, Elementary School Students
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Baker, David; Knipe, Hilary; Collins, John; Leon, Juan; Cummings, Eric; Blair, Clancy; Gamson, David – Journal for Research in Mathematics Education, 2010
A content analysis of over 28,000 pages from 141 elementary school mathematics textbooks published between 1900 and 2000 shows that widely used mathematics textbooks have changed substantially. Textbooks from the early part of the century were typically narrow in content but presented substantial amounts of advanced arithmetic and also asked…
Descriptors: Elementary School Mathematics, Textbooks, Content Analysis, Mathematics Instruction
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Chandler, Cynthia C.; Kamii, Constance – Journal for Research in Mathematics Education, 2009
The purpose of this study was to investigate children's construction of 10s out of the 1s they have already constructed. It was found that, for many younger children, a dime was something different from 10 pennies even though they could say with confidence that a dime was worth 10 cents. As the children grew older, their performance improved.…
Descriptors: Problem Solving, Arithmetic, Number Concepts, Children