In this paper, we describe an educational activity involving the use of a digital artifact, implemented in a visual programming environment, for mediating the learning of axial symmetry in primary school through algorithmics and computer programming. The educational activity was designed with the aim of bringing out increasingly…

Despite a tremendous increase in the use of video for conducting research in classrooms as well as preparing and evaluating teachers, there remain notable challenges to using classroom videos at scale, including time and financial costs. Recent advances in artificial intelligence could make the process of analyzing, scoring, and cataloguing videos…

This article revisits the Mincer earnings function and presents comparable estimates of the average monetary returns associated with an additional year of education across different regions worldwide. In contrast to the traditional Ordinary Least Squares (OLS) method commonly employed in the literature, this study applied a cutting-edge approach…

Describes strategies for teaching elementary students to solve a multiplication problem using the lattice method. (JOW)

Suggests that algorithms, both traditional and student-invented, are proper objects of study not only as tools for computation, but also for understanding the nature of the operations of arithmetic. (Author/NB)

Describes a lesson on long division using chip trading which follows that algorithm for long division. (MKR)

Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

A technique for doing long division without the usual estimation difficulty is presented. It uses multiples of 2 combined with a recording technique. (MNS)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

Presents results of a project with second and third graders to establish concepts of equality that led to the realization that teachers often help students too much and may push them algorithmically beyond their ability without the development of proper referents. (Author/MKR)

Suggests that issues surrounding the teaching of algorithms focus not on whether to teach them but rather on balancing and connecting the development of algorithmic thinking. Presents an approach to help students develop their algorithmic thinking. Contains 18 references. (ASK)

Presents research on students' use and understanding of algorithms in Poland. Concludes that there are detrimental side effects that stem from the teaching and learning of standard written algorithms. (ASK)

Reviews the historical development of subtraction algorithms used in the United States. Discusses different algorithms used and developed throughout history that had a major impact on the way subtraction is taught today. (Contains 22 references.) (ASK)

Debates the place of standard methods, the calculator, and mental mathematics in elementary education. Proposes a framework for computation that emphasizes a sequence for introducing computational procedures. (ASK)