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Ding, Meixia; Chen, Wei; Hassler, Ryan Scott – Mathematical Thinking and Learning: An International Journal, 2019
Linear quantity models such as pre-tapes, tape diagrams, and number line diagrams have drawn increasing attention in mathematics education around the world. However, we still know relatively little about how teachers actually use these models in the classroom. This study explores how exemplary US and Chinese elementary teachers use linear quantity…
Descriptors: Mathematics Instruction, Foreign Countries, Elementary School Teachers, Elementary School Mathematics
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Sakibayev, Razakh; Sakibayev, Spartak; Sakibayeva, Bela – International Journal of Information and Communication Technology Education, 2019
This article is dedicated to the topic of discovering effective ways of developing students' programming abilities with the means of non-programming disciplines and activities. The authors argue that the process of educating students in programming becomes effective if students participates not only in programming lessons themselves, but also…
Descriptors: Programming, Extracurricular Activities, Mathematics Skills, College Students
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Herrera, Christine A.; McCabe, Terrance; Strictland, Sharon; White, Alexander – PRIMUS, 2018
In an undergraduate analysis course taught by one of the authors, three prompts are regularly given: (i) What do we know? (ii) What do we need to show? (iii) Let's draw a picture. We focus on the third prompt and its role in helping students develop their confidence in learning how to construct proofs. Specific examples of visual models and their…
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Mathematics Skills
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Runesson, Ulla; Lövström, Anna; Hellquist, Björn – International Journal for Lesson and Learning Studies, 2018
Purpose: The purpose of this paper is to present how experiences gained from a theory-informed lesson study -- learning study (LrS) -- in regard to a specific learning goal can be shared and used by other teachers in new contexts. Design/methodology/approach: A group of teachers worked together in a cyclic, iterative process of planning,…
Descriptors: Lesson Plans, Elementary School Mathematics, Grade 2, Grade 3
Naccarelli, Amy Lynn – ProQuest LLC, 2018
This study evaluated the effectiveness of a teaching procedure derived from an analysis of joint control to teach math skills to students with autism spectrum disorder. Given the limited amount of evidence on teaching procedures derived from the analysis of joint control to teach students with autism, additional investigations on this topic were…
Descriptors: Numbers, Number Concepts, Role, Teaching Methods
Kim, Dan; Opfer, John E. – Grantee Submission, 2018
Young children's estimates of numerical magnitude increase approximately logarithmically with actual magnitude. The conventional interpretation of this finding is that children's estimates reflect an innate logarithmic encoding of number. A recent set of findings, however, suggests that logarithmic number-line estimates emerge via a dynamic…
Descriptors: Cognitive Development, Number Concepts, Concept Mapping, Numeracy
Gorman, Amelia; Way, Jennifer – Mathematics Education Research Group of Australasia, 2018
This study investigated how six Year Four (9-10 years old) students interacted with a dynamic (zoomable) digital number line to demonstrate knowledge and understandings of decimal fractions. Results from a task-based interview indicated that the zoomable number line is able to assist students in developing conceptual understandings of decimal…
Descriptors: Arithmetic, Grade 3, Elementary School Mathematics, Mathematics Instruction
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Gürefe, Nejila; Aktas, Gülfem Sarpkaya – South African Journal of Education, 2020
The teaching of mathematics does not only require the teacher to have knowledge about the subject, but the teacher also needs mathematical knowledge that is useful for the teaching and explaining thereof, as the teacher's knowledge effects the students' knowledge. A teacher should use appropriate mathematical explanation to be understood well by…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teacher Competencies
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Flores, Margaret M.; Hinton, Vanessa M.; Meyer, Jill M. – Remedial and Special Education, 2020
Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence…
Descriptors: Mathematics Instruction, Number Concepts, Fractions, Elementary School Mathematics
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Firozzaman, Firoz; Firoz, Fahim – International Journal of Mathematical Education in Science and Technology, 2017
Understanding the solution of a problem may require the reader to have background knowledge on the subject. For instance, finding an integer which, when divided by a nonzero integer leaves a remainder; but when divided by another nonzero integer may leave a different remainder. To find a smallest positive integer or a set of integers following the…
Descriptors: Mathematics Instruction, Numbers, Mathematical Concepts, Equations (Mathematics)
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Jara-Ettinger, Julian; Piantadosi, Steve; Spelke, Elizabeth S.; Levy, Roger; Gibson, Edward – Developmental Science, 2017
To master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact…
Descriptors: Mastery Learning, Arithmetic, Number Concepts, Computation
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Chikiwa, Samukeliso; Westaway, Lise; Graven, Mellony – South African Journal of Childhood Education, 2019
Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Teachers, Grade 2
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Hendriana, Heris; Prahmana, Rully Charitas Indra; Hidayat, Wahyu – Journal on Mathematics Education, 2019
The rural area's student difficulties in learning the concept of number operation had been documented by several studies, especially for the case of multiplication. The teacher typically introduces the multiplication concepts using the formula without involving the concept itself. Furthermore, this study aims to design learning trajectory on…
Descriptors: Foreign Countries, Rural Areas, Rural Schools, Mathematics Instruction
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Son, Ji-Won; Hu, Qintong; Lim, Woong – International Journal of Mathematical Education in Science and Technology, 2019
Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…
Descriptors: Computation, Mental Computation, Mathematics Instruction, Preservice Teachers
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MacDonald, Beth L.; Boyce, Steve; Hunt, Jessica H.; Byerley, Cameron; Moss, Diana L.; Bertolone-Smith, Claudia – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Students' construction, coordination, and abstraction of units underlie success across multiple mathematics domains. Structures for coordinating units underscore notions of numbers as composite units (e.g., five is a unit of five and five units of one). In this working group, we seek to facilitate collaboration amongst researchers and educators…
Descriptors: Mathematics Instruction, Concept Formation, Numbers, Researchers
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