Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children's numeracy development via three forms of representation: manipulative, symbolic, and static. The…

This paper focuses on a group of mothers of immigrant origin as they engage in explorations and conversations about mathematics. We examine how bringing in tasks that draw on their children's school mathematics, and on the participants' knowledge and experiences, can inform us about their understanding of mathematics and provide opportunities to…

A lack of numerical knowledge early on can impede a child's academic development. In past research, playing linear board games improved children's understanding of numerical relations, which the authors theorised could extend to children with autism spectrum disorder. For this pilot study, 10 children played a board game where they moved tokens…

A consistent part of the literature shows the significant role of digital experience in digital natives' cognitive processes. The main goal of the current study was to investigate the impact of digital learning on the improvement of mathematical skills and on some change in cognitive processes in 166 primary school children from schools located in…

In Australia, the term "numeracy" is used to describe "the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life" (Australian Association of Mathematics Teachers 1997, p. 15). The implemented mathematics curriculum is…

Success in math is important to all students; it provides them with college and career options in the fields of science, technology, engineering, and mathematics. In the middle grades, students build upon the critical skills taught in elementary school and prepare for entry into algebra, which is considered a gateway to later achievement in school…

Rwanda's vision for Early Childhood Development is presented in its national ECD Policy as well as its integrated ECD Strategic Plan of 2011. Since then, the ECD development is notable with curriculum reform and school infrastructure development. With the target to accelerate ECD enrolment by 2018 (1 preschool per village), it requires enormous…

Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The "integrated theory of numerical development" posits that, in addition to these differences, whole numbers and fractions also have important commonalities. In both, students need to learn how to interpret number symbols in terms of…

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

This paper describes the assessment of primary pre-service teachers' mathematics content knowledge and the associated support services provided at the University of Otago during 2013. Most pre-service teachers believed that the results from the assessments accurately reflected their mathematics knowledge and gave them useful feedback about…

"Let's Count" is an early mathematics program that has been designed by The Smith Family and the authors to assist educators in early childhood contexts in socially disadvantaged areas of Australia to work in partnership with parents and other family members to promote positive mathematical experiences for young children (3-5 years). A…

The introduction of negative numbers should mean that mathematics can be twice as much fun, but unfortunately they are a source of confusion for many students. Difficulties occur in moving from intuitive understandings to formal mathematical representations of operations with negative and positive integers. This paper describes a series of…

The goal of this study was to investigate understanding of in-service elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students. Data were gathered through interviews of nine elementary mathematics teachers, regarding their understanding about number sense. The data…

An assessment approach from Mathematics Recovery was used to document the number knowledge of 20 first-graders and 20 second-graders in an Indonesian school. Sixteen first-graders were at the advanced-counting-by-ones stage and fourteen second-graders were facile. As well, fifteen first-graders and eleven second-graders were at the level of an…

This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their…