Educational robots have unrivaled advantages and value in developing students' computational thinking. Currently, there are fewer studies on the overall effects of educational robots on K12 students' computational thinking, especially at the instructional style and cross-grade level. In order to investigate the overall effect of educational robots…

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature.…

This document includes instructional tips on: (1) Building on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Helping students recognize that fractions are numbers that expand the number system beyond whole numbers, and using number lines to teach this and other fraction concepts; (3)…

In this research, the effects of using game in mathematics teaching process on academic achievement in Turkey were examined by metaanalysis method. For this purpose, the average effect size value and the average effect size values of the moderator variables (education level, the field of education, game type, implementation period and sample size)…

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

An algorithm for long division is presented that involves only addition and subtraction. (MP)

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

The effectiveness of a modeling technique on the acquisition of long division was demonstrated with eight middle school learning-disabled students. The intervention included demonstration, imitation, and key guide words. (Author/DB)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

Compares the approaches to teaching division in Britain and in Holland where different emphasis is placed on the development of mental and written methods. Describes how it is common for pupils in Britain to work from an early stage with pencil and paper rather than mentally whereas early emphasis is placed on mental strategies in Holland. (ASK)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

Suggestions are given for teaching function notation, fractional calculations on a calculator, division to relucant learners, and a probability problem. (MK)

Typical instruction of the division algorithm fails to justify why one brings down a number during the process. The construction and use of an aid is described which can be used to help explain the process of division to students. The aid emphasizes place-value aspects. (MP)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

Some benefits of helping learners think in prime numbers are detailed. Reasons for the decay of this ability are described, with short division presented as one activity which should be reintroduced in schools. (MNS)