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Direct linkKainulainen, Mikko; McMullen, Jake; Lehtinen, Erno – Cognition and Instruction, 2017
Difficulties with rational numbers have been explained by a natural number bias, where concepts of natural numbers are inappropriately applied to rational numbers. Overcoming this difficulty may require a radical restructuring of previous knowledge. In order to capture this development, we examined third- to fifth-grade students' understanding of…
Descriptors: Numbers, Foreign Countries, Grade 3, Grade 4
Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B. – Journal of Computers in Mathematics and Science Teaching, 2016
This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…
Descriptors: Games, Mathematics, Mathematics Instruction, Intervention
Download full textMowrey, Sascha C.; Farran, Dale C. – Journal of Urban Learning, Teaching, and Research, 2016
The middle grades are a critical transition period in students' mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers' and parents' judgments of students' math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents…
Descriptors: Teacher Evaluation, Academic Achievement, Parent Attitudes, Middle School Teachers
