This article proposes a practical method of teaching the addition of unit fractions using a series of mirror equation experiments.

A single fact-focused number-string discussion is unlikely to result in all students adopting more flexible and efficient fact strategies; however, these authors have found that repeated engagement in such discussions over time does promote student reasoning about relationships, which in turn leads to increased fact fluency. By cultivating a…

Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of…

Tasks for teaching predictive modelling and APIs often require learners to use code-driven tools. Minimal research, however, exists about the design of tasks that support the introduction of high school students and teachers to these new statistical and computational methods. Using a design-based research approach, a web-based task was developed.…

Integrating knowledge across disciplines has been shown to be a challenging, and yet it is a necessary skill that university students need to develop. Students who are able to connect different concepts, perspectives, and angles of a given topic are generally more engaged and have better understanding. However, designing lesson plans or…

This study investigates the teaching and learning of single-digit whole number multiplication in China. Analysis of data from documents, classroom teaching, and semi-structured interviews revealed three salient characteristics of emphasizing "oral calculation," "calculation speed," and "understanding" across…

An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the…

Due to the sudden and unexpected move to remote learning in 2020 influenced by COVID-19, both mathematics teacher educators (MTEs) and prospective elementary teachers (PTs) faced a new challenge in creating a productive remote teaching and learning environment. In this study, we used Parrish's (2014) addition strategies and Thanheiser's (2009)…

The main purpose of this study is to assess pre-service and public elementary mathematics school teachers' conceptual understanding and computational abilities of fractions. 20 pre-service mathematics teachers and 24 in-service mathematics teachers participated in this study. In-service teachers were divided into two categories; one for teachers…

Objectives: Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field…

The objective of this research is to study the "Scratch" programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic…

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)…

Developing a positive relationship with mathematics in early elementary is vital for success in future mathematics education. Students who do not develop an understanding of mathematical number sense in early grade levels struggle to make connections in later courses. Mathematical discourse sessions, specifically Number Talks, encourage students…

Although there is wide rhetoric that programming should be learnt by all as an element of computational thinking (CT), in practice, it is mostly implemented narrowly as an end in itself consisting of routine practice and traditional testing of the ability to code. This paper discusses a way in which programming could be seen through a wider…

The purpose of this guide is to provide strategies and materials for developing and implementing lessons for students who need intensive instruction in the area of place value, numeracy, and counting. Resource room teachers, math interventionists, and others working with struggling students may find this guide helpful. Within college- and…