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Showing 1 to 15 of 30 results Save | Export
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Megan Botello; Nancy Dyson; Teomara Rutherford; Nancy C. Jordan – Elementary School Journal, 2025
In this study, our team observed sixth-grade teachers as they taught fractions to students in their mathematics intervention classes to see whether they were including motivational-supportive messages within the framework of Situated Expectancy-Value Theory. Messages in the intervention lessons and teacher transcripts were explored and analyzed,…
Descriptors: Grade 6, Fractions, Mathematics Instruction, Student Motivation
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Mohammad Reza Sarkar Arani; Bruce Lander; Yoshiaki Shibata; Zanaton Iksan; Shirley Tan – Prospects, 2024
This article analyzes Malaysian and Japanese educators' reactions to a mathematics lesson observed by a subset of researchers. The main aims are to reveal the cultural scripts about mathematical learning that are held by, but often invisible to, members of a culture; and to address educators' conceptions of teaching mathematics across cultures.…
Descriptors: Foreign Countries, Teacher Attitudes, Mathematics Instruction, Cultural Differences
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Kathryn Lavin Brave; Izzy Berman; Debita Basu; Alexis Szkotak – TEACHING Exceptional Children, 2025
Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students' strengths. This article describes how teachers can use manipulative-based instructional sequences to support the…
Descriptors: Teaching Methods, Manipulative Materials, Fractions, Mathematical Concepts
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Jessica Rodrigues; Shannon Locke; Emily L. Singell; Lindsey G. Mirielli – Intervention in School and Clinic, 2024
The number line is a powerful tool for supporting students' understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet, fractions are challenging for many students,…
Descriptors: Mathematics Instruction, Fractions, Teaching Methods, Elementary School Students
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Margaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Remedial and Special Education, 2024
This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit…
Descriptors: Grade 5, Elementary School Mathematics, Rural Schools, Numbers
Brooke Gildea – ProQuest LLC, 2024
Education has always been and will continue to be the key that unlocks doors of opportunity and success for all. Our national test scores, over the last several decades, reveal that a majority of America's students are failing to meet academic benchmarks and standards, thus limiting the possibilities for opportunity. Mathematics, in particular,…
Descriptors: Elementary Education, Elementary School Mathematics, Mathematics Instruction, Fractions
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Jennifer M. Tobias; Neet Priya Bajwa – Mathematics Teacher: Learning and Teaching PK-12, 2024
After years of noticing the challenge our students have with fraction operations, we decided to implement a scaffold approach that focuses on using benchmarks to better develop both students' understanding of a fraction as a quantity and their ability to think about fraction operations meaningfully. While we found this approach supported students…
Descriptors: Benchmarking, Fractions, Addition, Mathematics Instruction
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Nur Aini Khoo Ahmad Fuad Khoo; Heng Wen Qi; Sharifah Osman – International Electronic Journal of Mathematics Education, 2025
Students are indeed weak when it comes to understanding fractions and decimals. In line with the national curriculum, whole numbers and fractions are taught first before students start to learn decimals. By the time the students approach decimals, they should have acquired sufficient knowledge of whole numbers but limited knowledge of fractions.…
Descriptors: Mathematics Instruction, Teaching Methods, Instructional Innovation, Teaching Models
Ban Heng Choy; Pamela Moffett – Mathematics Education Research Group of Australasia, 2024
Fractions are among the most problematic concepts that children encounter in their primary school years because of the many different conceptions of fractions. Textbook analyses have tried to provide insights into how fractions are introduced, focusing on the different concepts and representations of fractions. In this paper, we contribute to…
Descriptors: Fractions, Textbooks, Mathematics Instruction, Elementary School Students
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Ashley Shaw; Robin Parks Ennis – Beyond Behavior, 2024
Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to…
Descriptors: Fractions, Mathematics Skills, Mathematical Concepts, Students with Disabilities
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Thitipat Kumta; Songsak Phusee-orn – Higher Education Studies, 2024
This research aims to 1) develop an effective Active Learning plan combined with skill practice according to the 70/70 criterion, 2) study the learning achievement index through Active Learning combined with skill practice, and 3) investigate the satisfaction towards Active Learning combined with skill practice. The sample group consisted of 27…
Descriptors: Mathematics Achievement, Fractions, Active Learning, Grade 3
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Amber Y. Wang; Robin F. Schumacher; Barbara J. Dougherty; Samantha Wavell; Joseph Dimino; Russell Gersten – Learning Disabilities Research & Practice, 2024
This pilot study examined the feasibility of using worked examples as a mechanism to improve verbal explanations of fractions concepts among Grade 5 students with mathematics difficulties in a small-scale randomized controlled trial (RCT) before scaling up to a large-scale RCT. Students (N = 49) were randomly assigned to a business-as-usual (BAU)…
Descriptors: Grade 5, Mathematics Instruction, Fractions, Mathematical Concepts
Elizabeth Salgado – ProQuest LLC, 2024
With the changes in Common Core State Standards, it was essential to explore how elementary pre-service teachers' sense of fractions is developing and their thoughts about how to teach fractions. A gap in practice exists because it is unknown how pre-service elementary teachers, after student-teaching, perceive their level of in-practice knowledge…
Descriptors: Preservice Teachers, Elementary School Teachers, Knowledge Base for Teaching, Fractions
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Pernilla Mårtensson; Ulla Runesson Kempe; Henrik Hansson – International Journal for Lesson and Learning Studies, 2024
Purpose: The purpose of this paper is to explore whether and how principles from variation theory can contribute to the planning of teaching and learning beyond learning study. Design/methodology/approach: We study whether and how principles from variation theory contributed to a group of teachers' planning of teaching and learning about decimal…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Elementary School Mathematics
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Charles Kwabena Sie; Douglas Darko Agyei – Mathematics Teaching Research Journal, 2024
This study delves into the intricate relationship between pre-service teachers' (PSTs') Mathematical Knowledge for Teaching Fractions (MKTF) and its influence on their teaching practices. Grounded in the premise that MKTF domains exhibit interconnectivity, shaping the constructs of teaching practices, the study employed the mathematical task…
Descriptors: Fractions, Pedagogical Content Knowledge, Preservice Teachers, Teacher Education Programs
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