Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it's necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021.…

Design-Based Learning and computational thinking (CT) are two key components that support each other specifically in the learning process involving the development of experimental design. Both components emphasize the importance of integration between computational thinking and design-based learning to support a creative, innovative and data…

In this article, the authors present a brief description of the different views of the "nature of mathematics" (NOM), share a five-point view of NOM that undergirds the teaching profession's guiding documents, and describe ways of providing opportunities for teachers and students to have conversations in the classroom that build…

It is beneficial for students to discover intuitive strategies, as opposed to the teacher presenting strategies to them. Certain proportional reasoning tasks are more likely to elicit intuitive strategies than other tasks. The strategies that students are apt to use when approaching a task, as well as the likelihood of a student's success or…

This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600 students enrolled in a computer literacy course participated in this study which involved completing a pretest, posttest and motivation survey. The students were divided into an…

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Examples and solutions to these problems are presented. Figures for which different equations are necessary are presented. The use of the geoboard for this exploration is emphasized. (CW)

This article explains how this method is done, examines some reasons for including it as a topic in mathematics curricula, and uses modular arithmetic to explore its mathematical basis and its generalizability to computations in bases other than 10. (CW)

Algorithmic and investigative approaches to mathematics are compared and discussed. Their mutually contradictory spirit is explored. Examples of the application of each method to a mathematics problem are presented. (CW)

Outlined is the "nine complements" method of subtraction. This activity was used by students to generate proofs that explained why the subtraction method worked. Reasoning and inquiry skills are emphasized. Other examples are offered that have been successful in stimulating inquiry. (KR)

Learning the techniques of critical thinking and problem solving can be easy for children when presented problems involving fun topics. Problem sets which range from easy to hard written by elementary school students and educational consultants are included. Topics include addition, subtraction, multiplication, division, and fractions. Each topic…

Proposed is a way for teachers to distinguish between rich, challenging material that encourages mathematical thinking and material that is unsuitable. Included are multistep problems that encourage a broader understanding of mathematics. (KR)

Described are four classroom activities that may be interspersed into a curriculum or offered as homework. Systematic procedures, alternative strategies, and trial and error are emphasized in these counting exercises. (KR)

Discussed are ways in which students can generalize both quadratic or cubic situations. Generalizations are produced using the factor method, repeated linear generalizations, means of the mean, and through the use of differences. (KR)

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. The test given to students in Grade 11 is an exit-level examination, and…