The aim of this study was to determine how 5-year-old children identified the functional relationship of correspondence, and whether or not they generalized when working on a task that involved programmable robots. We conducted this study with 15 children (9 girls and 6 boys) in their last year of preschool education. The study was designed around…

This dissertation explores bridge n-sections of knotted surfaces in 4-manifolds by defining invariants that measure the complexity of their topology and by giving geometric constructions that determine Lagrangian surfaces in 4-manifolds under certain conditions. First, we present an elegant geometric construction that generates all triple grid…

In the primary grades, engaging in counting collections provides students with regular opportunities to make sense of numbers in dynamic ways, build social skills, and communicate about mathematics. This article aims to guide elementary educators through a team's process of planning and implementing counting collections in kindergarten. Counting…

This article aims to problematize the role of programming in mathematics education. Problematizing involves acknowledging a deeper complexity in the understanding of programming than originally perceived and questioning its assumed value in mathematics education. This approach entails identifying its underlying paradigmatic assumptions in relation…

In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57-69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22…

Mastery of the cardinality principle (CP) is foundational for children's mathematical development. Children's age and subitizing and counting skills contribute to their CP acquisition. This study aimed to investigate the effectiveness of different types of instruction for supporting 3-4-year-olds' CP development and its interplay with child…

Many areas of mathematics naturally lend themselves to machine-based computing environments, which suggests that computational environments may serve as useful mediating tools for the teaching and learning of mathematical content. While some mathematics classes are leveraging the use of computational tools, the implementation of computer…

Constantly on the lookout for Canadian mathematics education matters, because if Canadian mathematics education matters then Canadian mathematics education matters, three young university bookstore employees, university students, unable to make proper change when I handed them a five dollar bill for a sticker I was purchasing for my laptop,…

Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom…

The give-"n" task is widely used in developmental psychology to indicate young children's knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and…

This article will provide a historical perspective on the use of technology in education by focusing on the field of mathematics education. It will focus specifically on two technologies - presentation tools and calculating tools - and will explore their history and evolution as an example of how technological change, while not dramatically…

Background: National and international assessments show South Africa's underperformance in mathematics. As many learners already fall behind in the early grades, where foundational number sense should be established, addressing the challenges of number sense in the Foundation Phase (FP) is important. Research recognises the need to better develop…

In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate…

In this paper we follow a hypothetical mathematician who is working on a problem that is eventually solved. We treat this problem as if it were difficult for the mathematician. In following the mathematician's work, we note both what she does and what she doesn't do in the process. By the latter, we consider the times when progress is not being…

As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review…