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Direct linkAlexandria A. Viegut; Percival G. Matthews – Grantee Submission, 2023
Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction "x/y," children are often taught to use "partitioning": break the whole into "y" parts, and shade in "x" parts. Past research has shown that partitioning on number lines supports children's fraction…
Descriptors: Fractions, Mathematics Skills, Number Concepts, Skill Development
Alexandria A. Viegut; Percival G. Matthews – Developmental Psychology, 2023
Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use "partitioning": Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on…
Descriptors: Fractions, Mathematics Skills, Number Concepts, Skill Development
Solar, Horacio; Ortiz, Andrés; Arriagada, Victoria; Deulofeu, Jordi – EURASIA Journal of Mathematics, Science and Technology Education, 2022
Given the importance of modelling in mathematics classrooms, and despite the extensive body of research on teacher support for promoting the mathematical modelling cycle in the classroom, authors have overlooked how teacher support for argumentation can contribute to this cycle. This study is aimed at characterizing teacher support for…
Descriptors: Mathematical Models, Mathematics Instruction, Persuasive Discourse, Communication Strategies
Jonathan Brown; Erin Turner; Delia Sotelo Fierros – Mathematics Teacher: Learning and Teaching PK-12, 2025
Mathematical modeling involves using mathematics to represent, analyze, and make predictions or decisions about real- world situations. Garfunkel and Montgomery (2016) elaborate on six components of the mathematical modeling process, including identifying the problem, making assumptions and identifying variables, doing the math, analyzing and…
Descriptors: Mathematical Models, Mathematics Instruction, Teaching Methods, Problem Solving
Bao, Lei – Australian Primary Mathematics Classroom, 2016
The aim of this study is to investigate whether the model method is effective to assist primary students to solve word problems. The model method not only provides students with an opportunity to interpret the problem by drawing the rectangular bar but also helps students to visually represent problem situations and relevant relationships on the…
Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Mathematics Education
Wilkerson, Trena L.; Cooper, Susan; Gupta, Dittika; Montgomery, Mark; Mechell, Sara; Arterbury, Kristin; Moore, Sherrie; Baker, Betty Ruth; Sharp, Pat T. – Journal of Research in Childhood Education, 2015
This study examines the effect varying models have on student understanding of fractions. The study addressed the question of what students know and understand about fractional concepts through the use of discrete and continuous models. A sample of 54 students in kindergarten and 3rd grade were given an interview pretest, participated in…
Descriptors: Investigations, Mathematics, Mathematical Models, Elementary School Mathematics
van Galen, Mirte S.; Reitsma, Pieter – Cognition and Instruction, 2011
Predictions of the Identical Elements (IE) model of arithmetic fact representation (Rickard, 2005; Rickard & Bourne, 1996) about transfer between arithmetic facts were tested in primary school children. The aim of the study was to test whether the IE model, constructed to explain adult performance, also applies to children. The IE model…
Descriptors: Transfer of Training, Multiplication, Recall (Psychology), Arithmetic
