The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen…

In this study, we use children's prior knowledge to support their development of cardinality understanding, based on Bermejo's (1996) model of cardinality understanding and on the distinction between cardinality (the number of items in a set is represented by a number-word) and the cardinality principle (the last number-word used in counting…

Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…

A method was developed using a deck of cards to teach Japanese fifth graders to calculate the area of a parallelogram. Investigations with 59 male and 45 female students demonstrate the superiority of the method to that previously used in terms of recall at one week. (SLD)