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Showing 1 to 15 of 192 results Save | Export
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Whitacre, Ian; Henning, Bonnie; Ataba?, ?ebnem – Review of Educational Research, 2020
In this article, we review research literature concerning number sense from several related fields. Whereas other authors have pointed to difficulty defining number sense or to some degree of inconsistency in the literature, we argue instead that this is a case of polysemy: three constructs given the same name. Our purpose is to clarify the…
Descriptors: Number Concepts, Number Systems, Literature Reviews, Educational Research
Kontorovich, Igor'; Zazkis, Rina; Mason, John – Mathematics Education Research Group of Australasia, 2021
Is the natural number 7 rational? Is it complex? We argue that the answers to these questions relate to the ways numbers are taught. Commonly, a new kind of numbers is presented as an expansion of a previously familiar kind of numbers, which results in a nested image of the relations between number sets. In this article, we introduce an…
Descriptors: Mathematics Instruction, Teaching Methods, Numbers, Correlation
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Megan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
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Shirley Duong; Leanne E. Elliott; Olivia Sidoti; Heather J. Bachman; Melissa E. Libertus; Elizabeth Votruba-Drzal – Journal of Numerical Cognition, 2024
Children's participation in cultural, everyday practices and social interactions involving math and money can contribute to the development of their knowledge and skills in these domains. Further work is needed to uncover what features of these activities, such as aspects of the conversations that may occur (e.g., number and money talk),…
Descriptors: Parent Child Relationship, Parent Role, Preschool Children, Play
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Kirkland, Patrick K.; Guang, Claire; Cheng, Ying; Trinter, Christine; Kumar, Saachi; Nakfoor, Sofia; Sullivan, Tiana; McNeil, Nicole M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014),…
Descriptors: Middle School Students, Number Concepts, Fractions, Arithmetic
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Yilmaz, Aysenur; Akyuz, Didem; Stephan, Michelle – International Journal of Education in Mathematics, Science and Technology, 2019
Number line models provide a visual aid for students to examine the relationship of integers with each other and facilitate learning of integers and integer operations. Such models are typically used when students are asked real-life problems. This study employs a qualitative case study design to perform an in-depth analysis of how middle grade…
Descriptors: Middle School Students, Mathematics Instruction, Grade 7, Foreign Countries
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Zwanch, Karen – School Science and Mathematics, 2022
This study presents the preliminary qualitative results of a larger mixed methods study. The qualitative phase utilized task-based clinical interviews to examine the non-symbolic and symbolic linear generalizations of middle-grades students. This investigation identified similarities and differences in the students' generalizations, and…
Descriptors: Generalization, Mathematics Instruction, Middle School Students, Numeracy
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Abreu-Mendoza, Roberto A.; Pincus, Melanie; Chamorro, Yaira; Jolles, Dietsje; Matute, Esmeralda; Rosenberg-Lee, Miriam – Developmental Science, 2022
Mathematical cognition requires coordinated activity across multiple brain regions, leading to the emergence of resting-state functional connectivity as a method for studying the neural basis of differences in mathematical achievement. Hyper-connectivity of the intraparietal sulcus (IPS), a key locus of mathematical and numerical processing, has…
Descriptors: Brain Hemisphere Functions, Mathematics Achievement, Secondary School Students, Cognitive Processes
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Kim, Dan; Opfer, John E. – Developmental Psychology, 2020
Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might…
Descriptors: Computation, Cognitive Development, Numbers, Cognitive Processes
Kim, Dan; Opfer, John E. – Grantee Submission, 2020
Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might…
Descriptors: Computation, Cognitive Development, Numbers, Cognitive Processes
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Ashkenazi, Sarit; Blum-Cahana, Iris Y. – Applied Cognitive Psychology, 2023
The current study highlights the importance of inhibitory ability in facilitating performance in mathematics. To understand the role of inhibition in mathematical knowledge, this study tested 102 college students on a series of standardized complex math exercises. Inhibition tasks varied by task and stimuli (letters, numbers, and arrows). The…
Descriptors: Inhibition, Mathematics Instruction, Cognitive Processes, Knowledge Level
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Yuting Liu; Peng Peng; Xueye Yan – Grantee Submission, 2025
In this meta-analysis of 54 longitudinal studies with over 58,000 students in kindergarten through 12th grade, we examined the predictive nature of early numeracy measured at or before the first year of formal schooling in relation to later mathematics. Results showed that early numeracy significantly predicted mathematics measured after 6 months…
Descriptors: Numeracy, Mathematics Skills, Mathematics Education, Predictor Variables
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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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Abner, Natasha; Namboodiripad, Savithry; Spaepen, Elizabet; Goldin-Meadow, Susan – Language Learning and Development, 2022
Human languages, signed and spoken, can be characterized by the structural patterns they use to associate communicative "forms" with "meanings." One such pattern is paradigmatic morphology, where complex words are built from the systematic use "and re-use" of sub-lexical units. Here, we provide evidence of emergent…
Descriptors: Morphology (Languages), Deafness, Sign Language, Children
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Vlassis, Joëlle; Demonty, Isabelle – ZDM: Mathematics Education, 2022
To date, of the many studies on early algebraic thinking, none, to our knowledge, has examined the relationships between algebraic thinking and negative numbers. Students encounter persistent difficulties in dealing with these numbers, and we believe that these could be addressed through the development of algebraic thinking. We are particularly…
Descriptors: Algebra, Mathematics Instruction, Thinking Skills, Correlation
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