Place value is one of the 'big ideas' in number and plays a critical role in helping students develop their number sense, problem solving and computation skills. Yet, the elegant simplicity of our place value system belies the abstract nature of the construct. This paper presents data from 606 Year 3-6 students (ages 8-12) from two metropolitan…

The purpose of this quantitative, quasi-experimental nonequivalent control group study was to determine if there is a difference in mathematical fact fluency among third-, fourth-, and fifth-grade students with varying practice methods and spacing intervals while controlling for pre-test scores. The study filled the literature gap by examining the…

This study aimed to examine whether a computational thinking (CT) intervention related to (a) number knowledge and arithmetic (b) algebra, and (c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47…

Background/purpose: This article aims to analyze the use of serious games from the Hypatiamat Platform to promote mental arithmetic in a first-grade primary school class in an Exploratory Teaching environment. Materials/methods: This study is mixed, interpretative, and action-research in design. It quantitatively analyses the students' Level of…

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…

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…

We investigated the extent to which one elementary school child with working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child's real-time negotiation of number over time: (a) initial…

Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured…

This paper compares the counting and whole number knowledge and skills of primary school children in Australia and Germany at the end of Grade 1 and Grade 2. Children's learning was assessed using the Early Numeracy Interview and associated Growth Point Framework. The findings highlight substantial differences between the two groups that vary for…

This paper proposes to use communalism, an asset-driven strategy effective with Black learners, with racially mixed study groups. This study found that students who studied in racially mixed groups performed better when told that individuals would receive a reward for scoring the highest in their group. Also, the White students' perceptions of how…

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…

In this study, eight-grade students' estimation achievements in triangles were analysed according to motivation types and knowledge type expectations. Three hundred and thirty-seven students from three different elementary schools attended in this study. In order to determine the students' estimation performances, an estimation test in triangles…

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…