On the surface, the number line may seem like a basic tool with obvious applications. However, using a number line is not always intuitive for students. Students may not recognize significant features such as the size of the unit, how units are represented by iterated equal lengths, or that the accumulation of iterated units is a magnitude of…

A theoretical model describing Grade 7 students' rational number sense was formulated and validated empirically (n = 360), hypothesizing that rational number sense is a general construct consisting of three factors: basic rational number sense, arithmetic sense, and flexibility with rational numbers. Data analysis suggested that rational-number…

The aim of this study is to deepen the understanding of how preschool teachers can use representations of different kinds to bring fore the mathematical content that may be afforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1-3 years of age) over the…

Early-grade learners build on their preschool numeracy competence with vocabulary and grammar of their home language as important semiotic tools. In this study, the performance of two samples of Grade 2 learners, who completed the MARKO-D SA interview-based test of number concept development, were assessed. The results showed that participants (n…

Integer operations are typically introduced in sixth grade, but they are a consistent area of struggle among these students. This struggle also inhibits their understanding of algebraic computations involving positive and negative terms. In this article, the author provides introductory tasks and models for adding and subtracting integers that can…

Students' understanding of negative integers is an important aspect of learning mathematics as it is a requirement for learning broader mathematical concepts. The purpose of this research is to explore students' initial perceptions in understanding negative integers on a number line. This descriptive exploratory qualitative research was conducted…

Teachers can make number talks more ambitious and increase learning opportunities for students by debugging errors, promoting multi-student thinking, and orienting to make connections. This article describes the basic number talks routine and examines some common tendencies, such as "Serial Sharing." It concludes with a vignette to…

The concept of number sense first appeared theoretically in the report published by NCTM in 1989. Although it is an important concept that includes the meaning of numbers and the relationship between numbers, it is very difficult to make a clear definition of it. This could also be true for the concept of integer, which we cannot place in our…

We present a method to compute the power series expansions of e[superscript x] ln (1 + x), sin x, and cos x without relying on mathematical analysis. Using the properties of elementary functions, we determine the coefficients of each series through the method of undetermined coefficients. We have validated our formulae through the use of…

Students' ability to operate with increasingly more complex units has been shown to be a key factor in their conceptual development. These abilities have been characterized as "stages of units coordination." This article focuses on the domain of composing and decomposing composite units. Using data from a teaching experiment with a…

This study focuses on adults who are neither preschool teachers nor professional caregivers and investigates their beliefs regarding the importance of engaging young children with numerical activities. It also examines the types of numerical activities adults report having observed children engaging with, as well as the types of activities they…

Reading comprehension and arithmetic skills are essential abilities for children, particularly at the early career. Examine the link between language proficiency and numeral information process amongst primary school children. This study examines numeral comprehension in 600 Chinese primary second graders with different levels of decoding and…

Previous research has demonstrated a link between children's ability to name canonical finger configurations and their mathematical abilities. This study aimed to investigate the nature of this association, specifically exploring whether the relationship is skill and handshape specific and identifying the underlying mechanisms involved.…

Previous research suggests that the Approximate Number System (ANS) allows people to approximate the cardinality of a set. This ability to discern numerical quantities may explain how meaning becomes associated with number symbols. However, recently it has been argued that ANS representations are not directly numerical, but rather are formed by…

Although interest in mathematics anxiety in young children (6-11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the…