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Direct linkFetiye Aydeniz Temizer – Journal of Mathematics Teacher Education, 2024
A 12-episode constructivist teaching experiment with two pairs of elementary preservice teachers was conducted to examine how they reason distributively and proportionally. Specifically, I studied how prospective teachers reason with ratios as multiplicative comparisons. Prospective teachers solved different problems in one specific context (Step…
Descriptors: Constructivism (Learning), Elementary School Teachers, Preservice Teachers, Mathematical Logic
Tzur, Ron; Johnson, Heather Lynn; Norton, Anderson; Davis, Alan; Wang, Xin; Ferrara, Michael; Harrington, Cody; Hodkowski, Nicola Mercedes – Cognition and Instruction, 2021
We examine a hypothesis implied by Steffe's constructivist model of children's numerical reasoning: a child's "spontaneous" additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders' responses…
Descriptors: Constructivism (Learning), Mathematics Skills, Elementary School Students, Grade 4
Xin, Yan Ping; Chiu, Ming Ming; Tzur, Ron; Ma, Xiaojun; Park, Joo Young; Yang, Xuan – Learning Disability Quarterly, 2020
Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade…
Descriptors: Teacher Student Relationship, Mathematical Logic, Students with Disabilities, Learning Disabilities
Devin's Construction of a Multiplicative Double Counting Scheme: Dual Anticipation of Start and Stop
Download full textRisley, Rachael; Hodkowski, Nicola M.; Tzur, Ron – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this case study with Devin (pseudonym), which was part of a larger, constructivist teaching experiment with students identified as having learning difficulties in mathematics, we examine how a fourth grader constructed a dual anticipation involved in monitoring when to start and when to stop the simultaneous count of composite units (numbers…
Descriptors: Case Studies, Constructivism (Learning), Teaching Methods, Grade 4
Hodkowski, Nicola; Tzur, Ron; Johnson, Heather Lynn; McClintock, Evan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
We examine a 4th grade teacher's development of a constructivist-based, adaptive pedagogy (AP) approach--and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift…
Descriptors: Grade 4, Elementary School Teachers, Constructivism (Learning), Teaching Methods
Baig, Shahida; Halai, Anjum – EURASIA Journal of Mathematics, Science & Technology Education, 2006
This research focused on students' learning of mathematical rules with reasoning. A small group of students (age 11-12 yrs) was observed closely by the first author as she taught them fraction rules. The area of focus was fractions and activities were designed pertaining to the four rules of fractions: addition, subtraction, multiplication, and…
Descriptors: Foreign Countries, Standards, Mathematical Logic, Preadolescents
