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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
Flores, Margaret M.; Hinton, Vanessa M.; Shadoan, Laura; Monroe, Callye – Journal of Educational Research, 2023
The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students' rational number skills changed as a result…
Descriptors: Mathematics Instruction, Teaching Methods, Number Concepts, Multi Tiered Systems of Support
Rocío Mínguez-Pardo; Javier Del Olmo-Muñoz; Sergio Tirado-Olivares; José Antonio González-Calero – Journal of Computer Assisted Learning, 2024
Background: The present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult…
Descriptors: Electronic Learning, Homework, Mathematics Instruction, Number Concepts
Durmaz, Burcu; Miçoogullari, Semai – Acta Didactica Napocensia, 2021
The comprehension of the place value concept which is based on the grouping of numbers in accordance with distinct systems is not so easy. One of the sources that may contribute to the comprehension of the place value and making connections with daily life is children's books. The effects of several tools on the comprehension of the place value…
Descriptors: Mathematics Instruction, Grade 5, Concept Formation, Number Concepts
McKevett, Nicole M.; Kromminga, Kourtney R.; Ruedy, Amelia; Roesslein, Rachel; Running, Kristin; Codding, Robin S. – Learning Disabilities Research & Practice, 2020
National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of…
Descriptors: Motion, Mathematics Instruction, Teaching Methods, Grade 5
Sari, Puspita; Hajizah, Mimi Nur; Purwanto, Swida – Journal on Mathematics Education, 2020
The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better…
Descriptors: Mathematics Instruction, Numbers, Subtraction, Addition
Flores, Margaret M.; Hinton, Vanessa M.; Meyer, Jill M. – Remedial and Special Education, 2020
Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence…
Descriptors: Mathematics Instruction, Number Concepts, Fractions, Elementary School Mathematics
Wickstrom, Megan H.; Fulton, Elizabeth; Lackey, Dacia – Mathematics Teaching in the Middle School, 2019
The fifth-grade curriculum presents many opportunities to use students' prior mathematical knowledge as a way to bridge new and more difficult mathematical ideas. In this article, the authors document an area tiling task given to fifth-grade students to connect aspects of area measurement covered in earlier grades to grade-level standards such as:…
Descriptors: Mathematics Instruction, Manipulative Materials, Elementary School Mathematics, Grade 5
Saxe, Geoffrey B.; Sussman, Joshua – Educational Researcher, 2019
National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of…
Descriptors: English Language Learners, Inclusion, Mathematics Instruction, Teaching Methods
Nurnberger-Haag, Julie – Research in Mathematics Education, 2018
Practicing teachers as well as researchers, mathematicians, and teacher educators have offered opinions and theoretical critiques of the multiple models used to teach integer arithmetic. Few studies, however, have investigated what students learn with models or empirically compared affordances and constraints of integer models. This led me to…
Descriptors: Subtraction, Mathematics Instruction, Teaching Methods, Criticism
Shumway, Jessica F.; Kyriopoulos, Joan – Educational Leadership, 2014
Being able to find the correct answer to a math problem does not always indicate solid mathematics mastery. A student who knows how to apply the basic algorithms can correctly solve problems without understanding the relationships between numbers or why the algorithms work. The Common Core standards require that students actually understand…
Descriptors: Mastery Learning, Mathematics Instruction, Problem Solving, Mathematics Skills
Mack, Nancy K. – Teaching Children Mathematics, 2011
Exploring number systems of other cultures can be an enjoyable learning experience that enriches students' knowledge of numbers and number systems in important ways. It helps students deepen mental computation fluency, knowledge of place value, and equivalent representations for numbers. This article describes how the author designed her…
Descriptors: Number Systems, Mental Computation, Number Concepts, Learning Experience
Andrews, Delise R. – Mathematics Teaching in the Middle School, 2011
Interactive whiteboards are somewhat unimpressive at first and look like the whiteboards that already hang on the walls of many classrooms. However, integrating interactive whiteboard technology in a unit on adding and subtracting integers enhances student engagement and understanding. In this article, the author describes how she used an…
Descriptors: Learner Engagement, Grade 5, Mathematics Instruction, Numbers
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
Wessman-Enzinger, Nicole M.; Mooney, Edward S. – Mathematics Teaching in the Middle School, 2014
The authors asked fifth-grade and eighth-grade students to pose stories for number sentences involving the addition and subtraction of integers. In this article, the authors look at eight stories from students. Which of these stories works for the given number sentence? What do they reveal about student thinking? When the authors examined these…
Descriptors: Numbers, Story Telling, Mathematics Instruction, Middle School Students