The current study examined how prospective first- and second-grade mathematics teachers define the polygon diagonals concept, how they reconstruct their definition during and following an intervention, and how their concept images develop over time. Twenty-three prospective teachers participated in the study, during which they were asked to…

The internet has become a key environment for children's learning and leisure at an increasing early age. Yet, little is known about what children understand about the internet. We conducted semi-structured interviews with 111 children aged five to nine to assess their notions about the internet, the authorship of online content and the…

This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students'…

Children start to gain concepts from an early age. They are particularly sensitive to what is happening in their close surroundings. As a result of their daily observations, they can create various conceptual information about the Earth, Sun, and Moon. It is thought that the participation of children in the education process is very important for…

This article details a classroom-based study designed to provide agency and voice to first and second grade emergent bilinguals as they processed the COVID-19 pandemic. Two California teachers created a narrative writing unit not only to teach specific writing skills, but also to challenge pervasive deficit assumptions that young children…

We present a multi-method design for elucidating young, mostly illiterate children's (grades 1 and 2 of Swiss elementary school, ages 6-8) ideas about energy. The design uses semi-structured interviews and video recordings as the main methods of data generation and collection, respectively. A plurality of tasks, including drawing, sorting and a…

Number and operations serve as the "cornerstone" of the K-12 mathematics curriculum in many countries. Solving problems in the mathematical domains of algebra, geometry, measurement, and statistics is often closely connected to student knowledge of number and operation (Griffin, 2005). Although considerable knowledge exists regarding the…

To date, a number of studies have demonstrated the existence of mismatches between children's "implicit" and "explicit" knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to…

The National Science Education Standards [National Research Council (1996) National science education standards. Washington, DC: National Academy Press] recommend that students understand the apparent patterns of motion of the sun, moon and stars by the end of early elementary school. However, little information exists on students' ability to…

Earthquake, a natural disaster, is among the fundamental problems of many countries. If people know how to protect themselves from earthquake and arrange their life styles in compliance with this, damage they will suffer will reduce to that extent. In particular, a good training regarding earthquake to be received in primary schools is considered…

Two hundred first- and second-grade Chinese children's knowledge of basic relational concepts in following directions was assessed on the "Applications Booklet" of the "Boehm Test of Basic Concepts-Revised" (BTBC-R, 1986). Chinese children's performance was then compared with that of the standardization sample of the BTBC-R.…