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Wei, Lim Yi – Journal of Science and Mathematics Education in Southeast Asia, 2022
Purpose: The purpose of this action research was to identify students' errors in solving fraction number line and word problems. It also explored the effectiveness of Tik-Tok short videos in improving students' fraction understanding. Methods: The sample for this research consisted of 48 students from Form 1 at SMK SANZAC. In this study, a Check…
Descriptors: Error Correction, Fractions, Mathematics Instruction, Problem Solving
Ben Clarke; Nancy J. Nelson; Leanne Ketterlin Geller; Derek Kosty; Keith Smolkowski; Taylor Lesner; David Furjanic; Hank Fien – Grantee Submission, 2022
This pilot study examined the promise of a Tier 2 sixth grade intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…
Descriptors: Grade 6, Fractions, Mathematics Instruction, At Risk Students
Ben Clarke; Nancy J. Nelson; Leanne Ketterlin Geller; Derek Kosty; Keith Smolkowski; Taylor Lesner; David Furjanic; Hank Fien – Learning Disability Quarterly, 2022
This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…
Descriptors: Grade 6, Fractions, Mathematics Instruction, At Risk Students
Güveli, Ebru; Bulut, Demet Baran; Güveli, Hasan – Turkish Online Journal of Educational Technology - TOJET, 2021
Fraction is one of the important mathematics topics, and it has been determined that students at every grade have misconceptions about fractions. Regarding the fact that technology has been developing rapidly, it is actively used in educational institutions. It has a great number of benefits. It has become inevitable to associate conceptual change…
Descriptors: Fractions, Mathematics Instruction, Concept Formation, Mathematical Concepts
Ahrendt, Susan; Monson, Debra; Cramer, Kathleen – Mathematics Teacher: Learning and Teaching PK-12, 2021
In grade 3, students are expected to be able to represent a fraction on a number line by first identifying the interval from 0 to 1 as the unit and by partitioning the unit as needed on the basis of the denominator. This task extends these grade 3 fraction goals stated in the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010)…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Grade 3, Fractions
Hackenberg, Amy J.; Creager, Mark; Eker, Ayfer – Mathematical Thinking and Learning: An International Journal, 2021
Three iterative, 18-episode design experiments were conducted after school with groups of 6-9 middle school students to understand how to differentiate mathematics instruction. Prior research on differentiating instruction (DI) and hypothetical learning trajectories guided the instruction. As the experiments proceeded, this definition of DI…
Descriptors: Mathematics Instruction, Teaching Methods, Individualized Instruction, Thinking Skills
Losinski, Mickey; Ennis, Robin Parks; Shaw, Ashley; Gage, Nicholas A. – Learning Disabilities Research & Practice, 2021
Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using "SRSD Fractions" to…
Descriptors: Learning Disabilities, Students with Disabilities, Fractions, Mathematics Instruction
Van Hoof, Jo; Engelen, Anne-Sophie; Van Dooren, Wim – Educational Psychology, 2021
Although a good rational number understanding is of crucial importance for learners' general maths achievement, many learners have misconceptions about fractions. An often described misconception is that a fraction's numerical magnitude increases when its denominator, numerator, or both increase. The present intervention study investigated how…
Descriptors: Misconceptions, Number Concepts, Concept Formation, Fractions
Zhang, Qiao; Maclellan, Christopher J. – International Educational Data Mining Society, 2021
Knowledge tracing algorithms are embedded in Intelligent Tutoring Systems (ITS) to keep track of students' learning process. While knowledge tracing models have been extensively studied in offline settings, very little work has explored their use in online settings. This is primarily because conducting experiments to evaluate and select knowledge…
Descriptors: Electronic Learning, Mastery Learning, Computer Simulation, Intelligent Tutoring Systems
Kathryn Mary Rich – ProQuest LLC, 2021
A recent review of research on virtual manipulatives (VMs), defined as technology-based interactive representations of mathematical ideas (Moyer-Packenham, & Bolyard, 2016), suggests strengths relative to other instructional tools in supporting student learning of mathematics (Moyer-Packenham & Westenskow, 2013). Researchers have…
Descriptors: Manipulative Materials, Educational Technology, Mathematics Instruction, Teaching Methods
Cody Harrington – ProQuest LLC, 2021
This dissertation case study examines how teachers' levels of units coordination afford their ability to reason multiplicatively and fractionally, as well as use their mathematics knowledge for teaching to analyze student multiplicative and fractional reasoning, when a two-year intervention is put into place to evoke new mathematical reasoning.…
Descriptors: Mathematics Instruction, Multiplication, Fractions, Mathematical Logic
Silva, Juanita M.; Hunt, Jessica H.; Welch-Ptak, Jasmine – Journal for Research in Mathematics Education, 2023
We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of…
Descriptors: Elementary School Students, Students with Disabilities, Learning Disabilities, Mathematics Instruction
Igoe, Damien; Boucher, Nicholas; Clark, Iain; Parisi, Alfio; Downs, Nathan – Australian Mathematics Teacher, 2018
This article proposes a practical method of teaching the addition of unit fractions using a series of mirror equation experiments.
Descriptors: Fractions, Addition, Equations (Mathematics), Mathematics Instruction
McMillan, Brandon – ProQuest LLC, 2018
Even though algebraic ideas are addressed across a number of grades, algebra continues to serve as a gatekeeper to upper mathematics and degree attainment because of the high percentage of students that fail algebra classes and become halted in their educational progress. One reason for this is students not having the opportunity to build on their…
Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Logic, Thinking Skills
Belin, Mervenur; Akar, Gülseren Karagöz – Mathematics Teacher Educator, 2020
The understandings prospective mathematics teachers develop by focusing on quantities and quantitative relationships within real numbers have the potential for enhancing their future students' understanding of real numbers. In this article, we propose an instructional sequence that addresses quantitative relationships for the construction of real…
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Number Concepts