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Showing all 10 results Save | Export
Colleen O'Donnell Oppenzato – ProQuest LLC, 2024
Many U.S. students possess only a weak knowledge of fraction arithmetic. I hypothesize that textbooks are a critical reason for students' poor performance on fraction arithmetic. This is not because of what textbooks contain but rather because of what they lack. Distributions of fraction arithmetic problems in textbooks are imbalanced, with…
Descriptors: Fractions, Arithmetic, Mathematics Instruction, Comparative Analysis
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Calabrese, Julia; Kopparla, M.; Capraro, M. M. – Educational Studies, 2022
In the present study, researchers used problem-posing instruction to examine elementary students' understanding of multiplication. Students in fourth and fifth grade classrooms (n = 24) from a rural school district participated in a semester-long study. The focus of this study was examining student solutions to two specific lessons with problems…
Descriptors: Elementary School Students, Multiplication, Problem Solving, Grade 4
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Sari, Mehmet Hayri; Tertemiz, Nese Isik; Demirci, Niymet – International Journal of Progressive Education, 2021
This study aims to reveal fifth grade students' achievement levels in the angles sublearning area and to examine their errors in the subject of angles. The study was designed as a survey, and the study group included a total of 254 fifth grade students attending school in central Nevsehir and in Askale, Erzurum. Data were collected via the…
Descriptors: Grade 5, Elementary School Students, Children, Mathematics Achievement
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Morano, Stephanie; Flores, Margaret M.; Hinton, Vanessa; Meyer, Jillian – Exceptionality, 2020
This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants' understanding of and ability to…
Descriptors: Students with Disabilities, Intervention, Mathematical Concepts, Concept Formation
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Vondrová, Nada; Novotná, Jarmila; Havlícková, Radka – ZDM: The International Journal on Mathematics Education, 2019
Research has shown that word problem difficulty is influenced by various linguistic, numerical and general variables, but results in this area are inconsistent. This paper focuses on the question of how the order of numerical data, the context, the position of the unknown transformation, and the length of the statement in an additive word problem,…
Descriptors: Word Problems (Mathematics), Elementary School Students, Grade 4, Grade 5
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Tabacu, Lucia M.; Watson, Silvana Maria; Chezar, Laura C.; Gable, Robert; Oliveira, Célia R.; Lopes, João – Preventing School Failure, 2020
We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students' performance on number knowledge and…
Descriptors: Error Patterns, Misconceptions, Mathematics Achievement, Mathematics Instruction
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Schindler, Maike; Bader, Eveline; Lilienthal, Achim J.; Schindler, Florian; Schabmann, Alfred – Learning Disabilities: A Contemporary Journal, 2019
Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…
Descriptors: Mathematics Instruction, Eye Movements, Mathematics Skills, Correlation
Downton, Ann; Wright, Vince – Mathematics Education Research Group of Australasia, 2016
This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors…
Descriptors: Multiplication, Task Analysis, Grade 5, Grade 6
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Merritt, Eileen G.; Palacios, Natalia; Banse, Holland; Rimm-Kaufman, Sara E.; Leis, Micela – Journal of Educational Research, 2017
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were…
Descriptors: Grade 5, Teaching Methods, Elementary School Mathematics, Mathematics Achievement
Walker, Amy M. – ProQuest LLC, 2012
The present study examined the relationship between Oral Reading Fluency (ORF) scores and mathematics problem solving scores. The reading fluency scores were obtained from the Dynamic Indicator of Basic Early Literacy (DIBELS) assessment. The mathematics problem solving scores were obtained from the Indiana State Test of Education Progress Plus…
Descriptors: Reading Fluency, Word Problems (Mathematics), Problem Solving, Reading Achievement