A mixed-methods, quasi-experimental design was employed to explore how the Claim, Evidence, and Reasoning (CER) framework along with written, verbal, and peer scaffolds would influence early childhood/elementary and elementary/middle childhood preservice teachers' (PSTs) abilities to formulate scientific explanations within a physical science…

The purpose of the study is to investigate the elementary education undergraduate students' understanding levels of one dimensional motion which they take in the compulsory general physics course in the second year, third term and instructors' predictions about the students' responses. The study is a descriptive study. The data of the study were…

The paper-and-pencil programming strategy (PPS) is a way of representing an idea logically by any representation that can be created using paper and pencil. It was developed for non-computer majors to improve their understanding and use of computational thinking and increase interest in learning computer science. A total of 110 non-majors in their…

Suggests that algorithms, both traditional and student-invented, are proper objects of study not only as tools for computation, but also for understanding the nature of the operations of arithmetic. (Author/NB)

Describes the work that students and teachers do to develop computational fluency for subtraction. Examines the orchestration of whole-class discourse and presents a collection of common strategies. (Author/NB)

Suggests ways to increase students' computational fluency using concrete materials, engaging tasks, and reflection time to increase number automaticity, flexibility in thinking about numbers, and use of efficient problem-solving strategies to find sums and differences. (Author/NB)

Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

Provides an alternative to traditional instruction in multiplication and division to develop computational fluency in students. (Author/NB)

Discusses the importance of developing teachers' computational fluency so that they can effectively support their students' fluency work. Provides suggestions for helping teachers develop computational fluency with subtraction. (Author/NB)

Explains "Mathematical Mind Journeys," a lesson format that promotes computational fluency through variable practice that relies on mathematical memory rather than rote memorization. (Author/NB)

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)

Develops computational fluency using a game format. Activities involve a standard deck of playing cards. (Author/NB)

This study of 15 pupils (ages 7-10) with severe learning difficulties found that mental age (as measured by the British Picture Vocabulary Scale--a measure of receptive language ability) was correlated with counting performance. The study also found that being able to count accurately did not automatically lead to understanding the principles of…