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Çetin, Ömer F.; Akkusçi, Himmet – Education Quarterly Reviews, 2021
This research aims to explore the secondary school sixth and seventh graders' length measuring estimation skills developing activities related to the daily life objects. The study is in a qualitative multiple case study model. The universe of the research consisted of the sixth and seventh graders. The sample of the research consisted of 85…
Descriptors: Secondary School Students, Grade 6, Grade 7, Measurement
McMullen, Jake; Hannula-Sormunen, Minna M.; Lehtinen, Erno; Siegler, Robert S. – British Journal of Educational Psychology, 2022
Background: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and…
Descriptors: Elementary School Students, Middle School Students, Grade 6, Grade 7
Fyfe, Emily R.; Rittle-Johnson, Bethany; Farran, Dale C. – Journal of Educational Psychology, 2019
State-mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519…
Descriptors: Grade 4, Grade 5, Grade 6, Elementary School Students
Fyfe, Emily R.; Rittle-Johnson, Bethany; Farran, Dale C. – Grantee Submission, 2019
State mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519…
Descriptors: Grade 4, Grade 5, Grade 6, Elementary School Students
Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…
Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages
Khunyakari, Ritesh P. – Contemporary Education Dialogue, 2015
Enabling learning through meaningful classroom experiences has always been a challenge for teachers. Bringing about a balance of the "conceptual" and the "hands-on", along with contextual embeddedness in problem-solving situations, broadly characterises the experience of development and trials of three Design and Technology…
Descriptors: Foreign Countries, Middle School Students, Experiential Learning, Problem Solving
Hudson, Siobhan; Kadan, Sarah; Lavin, Karen; Vasquez, Tylita – Online Submission, 2010
The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children…
Descriptors: Intervention, Grades (Scholastic), Action Research, Observation
Witzel, Bradley S.; Allsopp, David – Mathematics Teaching in the Middle School, 2007
Research is only beginning to show the benefits of the effective use of manipulatives with students who have disabilities. This article highlights how teachers can incorporate three manipulative instructional strategies to help students with high-incidence disabilities.
Descriptors: Learning Strategies, Manipulative Materials, Special Education, Mathematics Instruction