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A Reflective Approach to NAPLAN: Exploring the Implications of Students' Responses to an "Adding Fractions" Item
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Morley, Patricia – Mathematics Education Research Group of Australasia, 2014
Large-scale numeracy assessments are intended to facilitate the improvement of educational outcomes; however, it is not clear exactly how this is to be achieved. To move towards the goal of numeracy for all, it is necessary to systematically address issues that are known to be difficult, pervasive and persistent. This paper includes an analysis of…
Descriptors: Addition, Fractions, Problem Solving, Numeracy
Common Errors in Counting Problems
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Annin, Scott A.; Lai, Kevin S. – Mathematics Teacher, 2010
Mathematics teachers are often asked, "What is the most difficult topic for you to teach?" Their answer is teaching students to count. The concepts can be challenging and slippery to apply in problems. Many times, no rigid procedures or formulas can be used to solve the problems directly, and students simply do not know where or how to approach…
Descriptors: Mathematics Teachers, Teaching Methods, Mathematics Instruction, Computation
Tier III Assessments, Data-Based Decision Making, and Interventions
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Powers, Kristin; Mandal, Arpita – Contemporary School Psychology, 2011
Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a problem-solving approach to designing such intensive, data-based,…
Descriptors: Intervention, General Education, Problem Solving, Supplementary Education
Measuring Children's Proportional Reasoning, The "Tendency" for an Additive Strategy and The Effect of Models
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Misailadou, Christina; Williams, Julian – International Group for the Psychology of Mathematics Education, 2003
We report a study of 10-14 year old children's use of additive strategies while solving ratio and proportion tasks. Rasch methodology was used to develop a diagnostic instrument that reveals children's misconceptions. Two versions of this instrument, one with "models" thought to facilitate proportional reasoning and one without were…
Descriptors: Mathematical Concepts, Methods, Inferences, Misconceptions
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 5
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Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006
This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz:…
Descriptors: Program Effectiveness, Foreign Countries, Symbols (Mathematics), Preservice Teacher Education
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
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Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided.…
Descriptors: Program Effectiveness, Foreign Countries, Secondary School Students, Mathematics Instruction