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O'Connor, Patrick A.; Morsanyi, Kinga; McCormack, Teresa – Developmental Science, 2018
Ordinality is a fundamental feature of numbers and recent studies have highlighted the role that number ordering abilities play in mathematical development (e.g., Lyons et al. 2014), as well as mature mathematical performance (e.g., Lyons & Beilock, 2011). The current study tested the novel hypothesis that non-numerical ordering ability, as…
Descriptors: Numeracy, Mathematics Skills, Grade 1, Grade 2
Pooja Paul – ProQuest LLC, 2018
In this dissertation, I address two outstanding questions regarding how linguistic and extra-linguistic information are brought together in the interpretation of language situated within a discourse. The first part of this dissertation experimentally addresses how alternatives invoked by sentences containing the focus-sensitive operator 'only' are…
Descriptors: Linguistics, Discourse Analysis, Language Attitudes, Language Processing
Throndsen, Jennifer; MacDonald, Beth; Hunt, Jessica – Australian Primary Mathematics Classroom, 2017
Building students' understanding of cardinality is fundamental for working with numbers and operations. Without these early mathematical foundations in place, students will fall behind. Consequently, it is imperative to build on students' strengths to address their weaknesses with the notion of cardinality.
Descriptors: Mathematics, Mathematics Instruction, Kindergarten, Numbers
Graven, Mellony; Coles, Alf – ZDM: The International Journal on Mathematics Education, 2017
This article offers reflections on task design in the context of a Grade R (reception year) in-service numeracy project in South Africa. The research explores under what conditions, and for what learning purpose, a task designed by someone else may be recast and how varying given task specifications may support or inhibit learning, as a result of…
Descriptors: Mathematics Instruction, Teacher Student Relationship, Numeracy, Number Concepts
Norton, Anderson; Ulrich, Catherine; Kerrigan, Sarah – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
We introduce a methodology for diagramming the ways students use sequences of mental actions to solve mathematical tasks. We studied 12 pre-service teachers as they solved a set of fractions tasks, ranked by cognitive demand. We present the unit transformation graphs for one of those pre-service teachers, to illustrate how she experienced and met…
Descriptors: Mathematics Education, Problem Solving, Preservice Teachers, Preservice Teacher Education
Sari, Mehmet Hayri; Herzog, Moritz; Olkun, Sinan; Fritz, Annemarie – International Electronic Journal of Mathematics Education, 2021
Research has shown that a profound place value understanding is crucial for success in learning mathematics. At the same time, a substantial number of students struggles with developing a sustainable place value understanding. In this regard, two aspects of the place value system appear especially relevant: First, the knowledge of the decimal…
Descriptors: Foreign Countries, Mathematics Instruction, Grade 2, Grade 3
Henning, Elizabeth; Balzer, Lars; Ehlert, Antje; Fritz, Annemarie – South African Journal of Education, 2021
A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their…
Descriptors: African Languages, Young Children, Number Concepts, Concept Formation
Quigley, Maria Therese – Mathematics Teacher Education and Development, 2021
A study was conducted to explore the beliefs and practices of 49 New South Wales (NSW) primary school teachers regarding their beliefs and practices concerning the use of concrete materials in the learning and teaching of Number and Algebra. This paper reports on elements of the study regarding why and how teachers use concrete materials. Not only…
Descriptors: Elementary School Teachers, Teacher Attitudes, Classroom Techniques, Mathematics Instruction
Sidney, Pooja G.; Thompson, Clarissa A.; Fitzsimmons, Charles; Taber, Jennifer M. – Journal of Experimental Education, 2021
People's attitudes toward mathematics are multifaceted. Across four studies, we found that children and adults have different attitudes about mathematics when asked specifically about whole numbers, as opposed to fractions. The vast majority of children and adults reported negative attitudes toward fractions despite having positive attitudes…
Descriptors: Elementary School Students, Student Attitudes, Childrens Attitudes, Adults
Aljarrah, Ayman; Towers, Jo – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
In this article we show how students' productive struggle on a mathematical task can lead to collective mathematical creativity. We use observable (co)actions and interactions from a video record that features three Grade 6 students in a problem-solving session to document the emergence of collective creativity leading to a solution. We discuss…
Descriptors: Mathematics Instruction, Creativity, Task Analysis, Video Technology
David W. Braithwaite; Robert S. Siegler – Grantee Submission, 2021
Learning fractions is a critical step in children's mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions…
Descriptors: Fractions, Addition, Middle School Mathematics, Middle School Students
David W. Braithwaite; Robert S. Siegler – Journal of Educational Psychology, 2021
Learning fractions is a critical step in children's mathematical development. However, many children struggle with learning fractions, especially fraction arithmetic. In this article, we propose a general framework for integrating understanding of individual fractions and fraction arithmetic, and we use the framework to generate interventions…
Descriptors: Fractions, Addition, Middle School Mathematics, Middle School Students
Barrera-Mora, Fernando; Reyes-Rodriguez, Aaron – International Electronic Journal of Elementary Education, 2019
Number sense has been considered as one of the most important mathematical notions to be addressed in school mathematics in the 21st century. In this paper, we identify how students of a public middle school, located in a rural area in Mexico, showed several aspects of number sense by performing tasks involving arithmetic operations in a shopping…
Descriptors: Middle School Students, Foreign Countries, Middle School Mathematics, Number Concepts
Roberts, Nicky – Pythagoras, 2019
This article reflects critically on the guidance offered to South African teachers in two canonical texts: the Curriculum and Assessment Policy Statements (CAPS) and Mathematics teaching and learning framework for South Africa: Teaching mathematics for understanding (TMU). I make explicit my philosophical orientation, and how 'teaching mathematics…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Elementary School Mathematics
Kiziltepe, Gozde Inal – Journal of Education and Training Studies, 2019
In this study, it was aimed to carry out the validity and reliability study of Number Sense Screener (NSS)'s Turkish version for 60-71 month-old children. The universe of the study in which general survey model was used consists of children at 60-71 months of age, who were continuing their education during the spring term of academic year…
Descriptors: Test Validity, Test Reliability, Screening Tests, Young Children