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Coleman, Sean T.; Hurley, Eric A.; Boykin, A. Wade – Urban Education, 2023
The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students' regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a…
Descriptors: Cooperative Learning, African American Students, Elementary School Students, Instructional Effectiveness
Alexandria 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
Siegler, Robert S.; Im, Soo-Hyun; Braithwaite, David – New Directions for Child and Adolescent Development, 2020
Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse…
Descriptors: Child Development, Mathematics Education, Textbook Bias, Fractions
Kerrigan, Sarah; Norton, Anderson; Ulrich, Catherine – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
We report on and validate a system for ranking the cognitive demand of mathematical tasks. In our framework, task rankings are determined by the sequences of units and unit transformations students might use to solve each task. Using this framework, we ranked a set of 10 fractions tasks. We then interviewed 12 pre-service teachers to assess the…
Descriptors: Cognitive Processes, Difficulty Level, Fractions, Evaluation Methods
Siegler, Robert S.; Im, Soo-hyun; Braithwaite, David W. – Grantee Submission, 2020
Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse…
Descriptors: Child Development, Mathematics Education, Textbook Bias, Fractions
Editorial Projects in Education, 2025
This Spotlight explores effective strategies for improving math instruction and enhancing student achievement in K-8 classrooms. From making math more relevant and engaging and mastering word problem-solving to deepening conceptual understanding of fractions and nurturing students' ability to tackle challenges, these articles offer valuable…
Descriptors: Mathematics Instruction, Instructional Improvement, Elementary School Mathematics, Middle School Mathematics
Mavrikis, Manolis; Rummel, Nikol; Wiedmann, Michael; Loibl, Katharina; Holmes, Wayne – Educational Technology Research and Development, 2022
Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two…
Descriptors: Fractions, Mathematics Instruction, Elementary School Students, Cross Cultural Studies
Braithwaite, David W.; Sprague, Lauren; Siegler, Robert S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
To explain children's difficulties learning fraction arithmetic, Braithwaite et al. (2017) proposed FARRA, a theory of fraction arithmetic implemented as a computational model. The present study tested predictions of the theory in a new domain, decimal arithmetic, and investigated children's use of conceptual knowledge in that domain. Sixth and…
Descriptors: Number Concepts, Numbers, Arithmetic, Fractions
Kosko, Karl W.; Zolfaghari, Maryam; Heisler, Jennifer L. – EURASIA Journal of Mathematics, Science and Technology Education, 2022
Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360…
Descriptors: Preservice Teachers, Video Technology, Correlation, Fractions
Zolfaghari, Maryam; Austin, C. K.; Kosko, K. W. – Investigations in Mathematics Learning, 2021
The quality of teachers' mathematical knowledge for teaching (MKT) is critical for effective teaching and mathematical learning of students. However, most efforts on measuring MKT tend to focus on teachers' content knowledge (CK), with less attention to teachers' pedagogical content knowledge for teaching (PCK). This study reports on our initial…
Descriptors: Pedagogical Content Knowledge, Fractions, Mathematics Instruction, Elementary School Teachers
Ayvaz Can, Asena – International Online Journal of Primary Education, 2021
Examining the effect primary school teachers' preferred teaching method has on primary school students' mathematics achievement is important. In this context, the purpose of the research is to determine whether the worked example method is effective on students' ability to learn fundamental knowledge about fractions and their success in solving…
Descriptors: Elementary School Teachers, Elementary School Students, Mathematics Instruction, Mathematics Achievement
Lee, Mi Yeon; Lee, Ji-Eun – International Journal of Science and Mathematics Education, 2021
To shed light on the value of the area model as a tool to elicit pre-service teachers' (PSTs') understanding of fractions and area, we explored their understanding of the fractional knowledge and geometric measurement knowledge incorporated in the area model by providing PSTs area models in an "atypical" way. We administered a written…
Descriptors: Preservice Teachers, Mathematical Concepts, Concept Formation, Fractions
Maryam Zolfaghari; Karl Kosko; Christine Austin – Investigations in Mathematics Learning, 2024
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions…
Descriptors: Fractions, Pedagogical Content Knowledge, Mathematics Instruction, Instructional Effectiveness
Sarah Huber; Frank Reinhold; Andreas Obersteiner; Kristina Reiss – Statistics Education Research Journal, 2024
Research suggests teachers have positive motivational and emotional orientations regarding statistics but little statistical knowledge. How does this fit together? Since teachers' professional competence in statistics has not been well explored, we asked 88 in-service mathematics teachers about their orientations regarding teaching statistics and…
Descriptors: Statistics Education, Pedagogical Content Knowledge, Gender Differences, Anxiety