When two third-graders collaboratively manipulated a multi-modal, digital learning device called TouchTimes (hereafter, TT), that introduces multiplication through visual, tangible and symbolic means, their thinking about quantity shifted from being additive to being multiplicative. In this study, I examine the children's interactions around/with…

According to social dilemma theory, students may be characterized as being indifferent to reciprocal behavior and disengaged from interacting with the board gaming process. Given a common goal, students' prosociality can affect the collective efficacy and goal achievement motivation that reflects their flow experience in a cooperative-competitive…

This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of…

Primary students can learn about computation and estimation by reading a story about the use of money, then following up with estimation and calculation activities. Intermediate students can explore the relationship between addition and multiplication using a computation game, collaborating on when, how, and why they use addition and…

This publication is a resource for those who teach basic mathematics to adults. It assumes very little knowledge or formal mathematics by teachers, tutors and students and provides background, strategies and rationale for people inexperienced in teaching adult numeracy as well as new ideas for the experienced teacher. The worksheets and activities…