NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers6
Laws, Policies, & Programs
Assessments and Surveys
Stanford Achievement Tests2
Showing 1 to 15 of 41 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Emily Pope; Jennifer Mitton – in education, 2024
This paper focuses on how Inuit students responded to a Southern mathematics teaching strategy, known as number talks, in a Nunavut elementary school. Research on the effectiveness of number talks has been conducted in the elementary context (Boaler, 2015; Murata et al., 2017), yet there is little research that focuses on Inuit students'…
Descriptors: Foreign Countries, Eskimos, Canada Natives, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Christian T. Doabler; Ben Clarke; Jessica E. Turtura; Marah Sutherland; Jenna A. Gersib; Taylor Lesner; Madison Cook; Georgia L. Kimmel; Keith Smolkowski; Derek Kosty – Journal of Learning Disabilities, 2024
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…
Descriptors: Number Concepts, Mathematics Instruction, Grade 1, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Marina Vasilyeva; Elida V. Laski; Beth Casey; Spyros Konstantopoulos; Linxi Lu; Jiwon Ban; Sophia Betar; Hyun Young Cho; Muanjing Wang – Grantee Submission, 2025
This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational…
Descriptors: Elementary School Mathematics, Elementary School Students, Elementary School Teachers, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Christian T. Doabler; Ben Clarke; Jessica E. Turtura; Marah Sutherland; Jenna A. Gersib; Taylor Lesner; Madison Cook; Georgia L. Kimmel; Keith Smolkowski; Derek Kosty – Grantee Submission, 2023
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…
Descriptors: Number Concepts, Mathematics Instruction, Grade 1, Elementary School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Dogan, Zeynep – World Journal of Education, 2019
The aim of the study is to investigate the errors that first grade students have made in their writing of vertical numbers which have just been applied by removing cursive writing. Considering the aim of the study, vertical number writing styles of the first-grade students in primary school were analyzed. The sample of the study consists of 116…
Descriptors: Error Patterns, Grade 1, Elementary School Students, Handwriting
Peer reviewed Peer reviewed
Direct linkDirect link
Bofferding, Laura – Teaching Children Mathematics, 2014
As students progress from working with whole numbers to working with integers, they must wrestle with the big ideas of number values and order. Using objects to show positive quantities is easy, but no physical negative quantities exist. Therefore, when talking about integers, the author refers to number values instead of number quantities. The…
Descriptors: Mathematics Instruction, Teaching Methods, Grade 1, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Murata, Aki; Stewart, Chana – Teaching Children Mathematics, 2017
Effective use of mathematical representation is key to supporting student learning. In "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), "use and connect mathematical representations" is one of the effective Mathematics Teaching Practices. By using different representations, students examine concepts…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 1, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Russo, James – Australian Primary Mathematics Classroom, 2016
The use of enabling and extending prompts allows tasks to be both accessible and challenging within a classroom. This article provides an example of how to use enabling and extending prompts effectively when employing a challenging task in Year 2.
Descriptors: Mathematics Instruction, Elementary School Mathematics, Teaching Methods, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Andrews, Paul; Sayers, Judy – Early Childhood Education Journal, 2015
It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire…
Descriptors: Primary Education, Grade 1, Elementary School Students, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Ruiter, Margina; Loyens, Sofie; Paas, Fred – Educational Psychology Review, 2015
It was investigated whether task-related body movements yield beneficial effects on children's learning of two-digit numbers and whether these learning effects are affected by mirror-based self-observation of those movements. Participants were 118 first-graders, who were randomly assigned to two movement conditions and two non-movement control…
Descriptors: Human Body, Motion, Teaching Methods, Numbers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Chorney, Sean – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This research reports on a class of grade one students engaging with number concepts using the iPad application TouchCounts. It is theorized that students develop understandings of number based on a materially engagement with both social and material resources. Rhythm is the fundamental unit of analysis used to attend to student engagement with…
Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, Number Concepts
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Pittalis, Marios; Pitta-Pantazi, Demetra; Christou, Constantinos – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
The present study revalidated a measurement model describing the nature of early number sense. Number sense was shown to be composed of elementary number sense, conventional arithmetic and algebraic arithmetic. Algebraic arithmetic was conceptualized as synthesis of number patterns, restrictions and functions. Two hundred and four 1st grade…
Descriptors: Algebra, Arithmetic, Prediction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Land, Tonia J.; Drake, Corey – Mathematical Thinking and Learning: An International Journal, 2014
In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers used four different types of…
Descriptors: Educational Practices, Mathematics Instruction, Elementary School Mathematics, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan – Learning and Instruction, 2013
Theories of psychology and mathematics education recommend two instructional approaches to develop students' mental representations of number: The "exact" approach focuses on the development of exact representations of organized dot patterns; the "approximate" approach focuses on the approximate representation of analogue magnitudes. This study…
Descriptors: Numbers, Arithmetic, Mathematics Skills, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Iliev, Nevin; D'Angelo, Frank – Teaching Children Mathematics, 2014
Incorporating the use of children's literature when teaching mathematics to young children is a developmentally appropriate practice: "Literature … provides a means for children to encounter mathematical concepts and vocabulary in the context of something familiar, a story" (Fogelberg et al. 2008). Moreover, introducing culturally…
Descriptors: Culturally Relevant Education, Developmentally Appropriate Practices, Teaching Methods, Arithmetic
Previous Page | Next Page »
Pages: 1  |  2  |  3