The effect of symbolic form model on students' interest in logic content of the mathematics curriculum was investigated in this study. The research was guided by three research questions and three hypotheses. The study used a quasi-experimental design. The population of this research was 2,342 SS2 learners in Enugu State, Nigeria. A sample of 172…

Two non-verbal cognitive systems, an approximate number system (ANS) for extracting the numerosity of a set and a parallel individuation (PI) system for distinguishing between individual items, are hypothesized to be foundational to symbolic number and mathematics abilities. However, the exact role of each remains unclear and highly debated. Here…

This study assessed whether a sample of two hundred seven 3- to 7-year-olds could interpret multidigit numerals using simple identification and comparison tasks. Contrary to the view that young children do not understand place value, even 3-year-olds demonstrated some competence on these tasks. Ceiling was reached by first grade. When training was…

The article reports aspects of the evolution of a teaching approach over repeated trials for beginning symbolic algebra. The teaching approach emphasized the structural similarity between arithmetic and algebraic expressions and aimed at supporting students in making a transition from arithmetic to beginning algebra. The study was conducted with…

All educators should be concerned about curriculum. Curriculum is the path to giving students the best possible education enveloping an in-depth learning experience. Dr. Kritsonis's "Ways of Knowing Through the Realms of Meaning" provides a guide for schools to select curriculum that is appropriate, rigorous, and enriched. Through alignment, Dr.…

With both high retirement and high attrition rates among educators and a nationwide increasing student population, more teachers are needed. With the impact of a teacher shortage, educational systems began to examine the alternative certification methods. Alternative routes to teacher education profoundly impact the teaching force. The "Ways…

Many of the difficulties that students have with mathematical symbolism seem to stem from the use of a horizontal form for an equation and a vertical form for computation. The differences between these two forms are discussed. (JT)

Some students can perform operations on fractions when using physical materials, but are unable to transfer this ability to operations with symbolic expressions. They seem to view the manipulative and paper-and-pencil problems as different and are not surprised to get different answers. (SD)

This study was designed to determine whether (1) rules are more easily memorized when stated in mathematical symbolism or when stated verbally, and whether (2) the ability to use constituent symbols correctly, assuming mastery of the underlying grammar, is a necessary and/or sufficient condition for applying a learned rule statement. Twenty-four…

Discussion about the nature and varieties of mathematical understanding is presented. Symbolic understanding is defined as a mutual assimilation between a symbol system and a conceptual structure, that is dominated by the conceptual structure. (MP)

The purpose of this series is to provide instructional ideas and materials that support implementation of the Curriculum and Evaluation Standards in local settings. This book addresses in a very practical way the content, pedagogy, and pupil assessment dimensions of reshaping school mathematics. Chapters include discussions and activities that…

A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)

If the principles of languages are applied to the learning of arithmetic, it appears that elementary grade pupils are being introduced to mathematical symbols at too early an age. (MP)

The problems of using formalistic methods in the instruction of mathematics to elementary level children are discussed. Precision in mathematical language is not seen as a useful instructional tool, and functional modes of communication are stressed. (MP)

Explores two hypotheses about the effect of symbolic systems on psychological functions: (1) culturally elaborated systems of signs affect psychological functioning in a general way; and (2) systems of signs, when used to support skilled action, affect the organization of human activity. Reviews research that supports the second hypothesis. (LB)