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Katherine Baker Gillespie – ProQuest LLC, 2021
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…
Descriptors: Achievement Tests, Mathematics Education, Mathematics Tests, Mathematics Achievement
Wetherell, Chris – Australian Mathematics Teacher, 2017
This is an edited extract from the keynote address given by Dr. Chris Wetherell at the 26th Biennial Conference of the Australian Association of Mathematics Teachers Inc. The author investigates the surprisingly rich structure that exists within a simple arrangement of numbers: the times tables.
Descriptors: Numbers, Mathematics Teachers, Professional Associations, Number Concepts
Fennell, Francis; Karp, Karen – Journal of Learning Disabilities, 2017
The intent of this commentary is to identify elements of fraction sense and note how the research studies provided in this special issue, in related but somewhat different ways, validate the importance of such understandings. Proficiency with fractions serves as a prerequisite for student success in higher level mathematics, as well as serving as…
Descriptors: Fractions, Number Concepts, Mathematics Instruction, Mathematical Concepts
Landy, David; Charlesworth, Arthur; Ottmar, Erin – Cognitive Science, 2017
How do people stretch their understanding of magnitude from the experiential range to the very large quantities and ranges important in science, geopolitics, and mathematics? This paper empirically evaluates how and whether people make use of numerical categories when estimating relative magnitudes of numbers across many orders of magnitude. We…
Descriptors: Undergraduate Students, Computation, Mathematics Skills, Number Concepts
Spangenberg, Erica Dorethea; Pithmajor, Aphane Koko – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Many Grade 9 mathematics learners face difficulties in solving number-pattern problems due to insufficient exposure to strategies in solving such problems. The aim of this exploratory qualitative study was to investigate Grade 9 mathematics learners' strategies in solving number-pattern problems. The problem-solving conceptual framework of Singer…
Descriptors: Grade 9, Secondary School Mathematics, Secondary School Students, Adolescents
Murniasih, Tatik Retno; Sa'dijah, Cholis; Muksar, Makbul; Susiswo – Center for Educational Policy Studies Journal, 2020
Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in…
Descriptors: Fractions, Numeracy, Mathematics Skills, Number Concepts
Cheung, Ka Luen; Yang, Der-Ching – Educational Studies, 2020
This study examined the performance of sixth graders in Hong Kong on a number sense three-tier test (NSTTT) and identified their possible misconceptions about number sense. The NSTTT comprises a content tier, which assesses the content knowledge of number sense; a reason tier, which assesses the reasons for the first-tier responses; and a…
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Elementary School Mathematics
Cramman, Helen; Gott, Sarah; Little, John; Merrell, Christine; Tymms, Peter; Copping, Lee T. – Research Papers in Education, 2020
We make a "prima facie" case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the…
Descriptors: Symbols (Mathematics), Numeracy, Number Concepts, Elementary School Mathematics
MacDonald, Beth L.; Westenskow, Arla; Moyer-Packenham, Patricia S.; Child, Barbara – School Science and Mathematics, 2018
Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing…
Descriptors: Mathematics Instruction, Algebra, Elementary School Students, Concept Formation
Marland, Eric; Bossé, Michael J.; Rhoads, Gregory – PRIMUS, 2018
Rounding is a necessary step in many mathematical processes. We are taught early in our education about significant figures and how to properly round a number. So when we are given a data set and asked to find a regression line, we are inclined to offer the line with rounded coefficients to reflect our model. However, the effects are not as…
Descriptors: Least Squares Statistics, Regression (Statistics), Computer Simulation, Equations (Mathematics)
Albin, Simon; Brown, Bruce – African Journal of Research in Mathematics, Science and Technology Education, 2019
Learning rational number concepts is acknowledged as an important task but many learners find it difficult to make sense of them. This paper reports on a case study of the learning in a short (nine-lesson) learning programme for Grade 8 learners in a Namibian school, which sought to use visual models (circle area, bar area and number line) to…
Descriptors: Foreign Countries, Grade 8, Fractions, Visual Aids
Maseko, Jeremiah; Luneta, Kakoma; Long, Caroline – Pythagoras, 2019
The rational number knowledge of student teachers, in particular the equivalence of fractions, decimals, and percentages, and their comparison and ordering, is the focus of this article. An instrument comprising multiple choice, short answer and constructed response formats was designed to test conceptual and procedural understanding. Application…
Descriptors: Mathematics Instruction, Number Concepts, Test Validity, Models
Howe, Roger – ZDM: The International Journal on Mathematics Education, 2019
This paper makes a proposal, from the perspective of a research mathematician interested in mathematics education, for broadening and deepening whole number arithmetic instruction, to make it more relevant for the twenty-first century, in particular, to enable students to deal with large numbers, arguably an essential skill for modern citizenship.…
Descriptors: Number Concepts, Numbers, Error of Measurement, Computation
Thanheiser, Eva; Melhuish, Kathleen – ZDM: The International Journal on Mathematics Education, 2019
Prospective elementary school teachers (PTs) come to their mathematics courses fluent in using procedures for adding and subtracting multidigit whole numbers, but many are unaware of the essential features inherent in understanding the base-ten place-value system (i.e., grouping, place value, base). Understanding these features is crucial to…
Descriptors: Preservice Teachers, Elementary School Teachers, Number Concepts, Number Systems
Cramer, Kathleen; Monson, Debra; Ahrendt, Susan; Wyberg, Terry; Pettis, Christy; Fagerlund, Chelsey – Investigations in Mathematics Learning, 2019
This paper shares how fourth grade students solved a unique type of number line task. Instead of giving students the unit and asking them to locate a fraction on the number line, students were given two points on the number line and asked to either find 1, or another number on the number line. This type of task is called "reconstructing the…
Descriptors: Grade 4, Fractions, Numbers, Elementary School Mathematics