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Erika Korzeniewski – ProQuest LLC, 2023
Cover, Copy, Compare (CCC) has been shown to be an effective intervention at improving single-digit multiplication fluency within the academic intervention literature. The application of the three-term contingency trial embedded within CCC provides the intervention with several key components of evidence-based interventions. Given that teachers…
Descriptors: Multiplication, Teaching Methods, Intervention, Elementary School Mathematics
Angelinah, Selepe Mmakgabo; Shila, Mphahlele Ramashego – Mathematics Teaching Research Journal, 2022
Play is one of the most widely used teaching strategies in Foundation Phase. Grade 3 is the exit grade off the Foundation Phase in the South African context. This paper is an output of a Masters' dissertation that explored the use of play when teaching number sense to Grade 3 learners. The dissertation findings encouraged the researchers to…
Descriptors: Foreign Countries, Grade 3, Elementary School Teachers, Play
Dawn Woods; Wesam Salem – Investigations in Mathematics Learning, 2024
Instructional routines, like "Number Talks" and "Notice and Wonder," engage students in doing and then talking about their mathematical thinking. Number Talk routines are short mathematical discussions where students mentally solve and share the strategies they used to make sense of the problem. In comparison, the Notice and…
Descriptors: Teaching Methods, Numbers, Numeracy, Grade 3
Alexandria A. Viegut; Percival G. Matthews – Grantee Submission, 2023
Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction "x/y," children are often taught to use "partitioning": break the whole into "y" parts, and shade in "x" parts. Past research has shown that partitioning on number lines supports children's fraction…
Descriptors: Fractions, Mathematics Skills, Number Concepts, Skill Development
Alexandria A. Viegut; Percival G. Matthews – Developmental Psychology, 2023
Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use "partitioning": Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on…
Descriptors: Fractions, Mathematics Skills, Number Concepts, Skill Development
Houdement, Catherine; Tempier, Frédérick – ZDM: The International Journal on Mathematics Education, 2019
Numeration units (ones, tens, hundreds, etc.) are an epistemological foundation for place value. Here, we assume that they are a didactic support in countries where spoken numbers are incongruent with written numbers. In France, teaching practices neglect the relations between units, and numeration units are typically used only to designate the…
Descriptors: Mathematics Instruction, Teaching Methods, Elementary School Mathematics, Grade 3
Ahrendt, Susan; Monson, Debra; Cramer, Kathleen – Mathematics Teacher: Learning and Teaching PK-12, 2021
In grade 3, students are expected to be able to represent a fraction on a number line by first identifying the interval from 0 to 1 as the unit and by partitioning the unit as needed on the basis of the denominator. This task extends these grade 3 fraction goals stated in the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010)…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Grade 3, Fractions
Katherine Baker Gillespie – ProQuest LLC, 2021
Developing a positive relationship with mathematics in early elementary is vital for success in future mathematics education. Students who do not develop an understanding of mathematical number sense in early grade levels struggle to make connections in later courses. Mathematical discourse sessions, specifically Number Talks, encourage students…
Descriptors: Achievement Tests, Mathematics Education, Mathematics Tests, Mathematics Achievement
Cramer, Kathleen; Ahrendt, Sue; Monson, Debra; Wyberg, Terry; Colum, Karen – Teaching Children Mathematics, 2017
The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) outlines ambitious goals for fraction learning, starting in third grade, that include the use of the number line model. Understanding and constructing fractions on a number line are particularly complex tasks. The current work of the authors centers on ways to successfully…
Descriptors: Common Core State Standards, Mathematics Instruction, Fractions, Numbers
José, Mendoza Velazco Derling; Francisca, Cejas Martínez Magda; Mercedes, Navarro Cejas; Mayrene, Flores Hinostroza Elizeth; Vladimir, Vega Falcón – International Journal of Instruction, 2020
The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As…
Descriptors: Division, Instructional Effectiveness, Mathematics Instruction, Foreign Countries
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
Tripet, Kristen; Barker, Valerie; Patel, Ruqiyah; Thornton, Steve – Australian Primary Mathematics Classroom, 2018
Algebraic reasoning is foundational to all mathematical thinking. This is no less the case in the early years of school, where the capacity to recognise the structure of mathematical processes enables students to acquire deep conceptual understanding. It is through algebra, therefore, that students are able to explore and express mathematical…
Descriptors: Algebra, Mathematical Logic, Mathematics Instruction, Grade 3
Poo, Manono – African Journal of Research in Mathematics, Science and Technology Education, 2021
In this paper, illustrative excerpts from mathematics lessons are analysed to examine mathematical and multilingual moves between representations within Sepedi and English medium classrooms. Duval's theory of representational registers and the literature on multilingual practices help foreground similarities within and differences between the…
Descriptors: Grade 3, Elementary School Teachers, Mathematics Teachers, Mathematics Instruction
Gaillard, Nicole D. – ProQuest LLC, 2018
This action research study employed a mixed-method design to examine the impact of a number talks intervention on the number sense development and mathematical proficiency of students in one third-grade mathematics class. The number talks strategy was also studied to determine its impact on third-grade students' development of a productive…
Descriptors: Number Concepts, Elementary School Mathematics, Elementary School Students, Mathematics Skills
Brown, Bruce – South African Journal of Childhood Education, 2019
Background: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part--whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and…
Descriptors: Numbers, Mathematics Skills, Mathematics Instruction, Teaching Methods