NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20019
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 76 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
dos Santos, César Frederico – Journal of Numerical Cognition, 2023
In the literature on numerical cognition, the presence of the capacity to distinguish between numerosities by attending to the number of items, rather than continuous properties of stimuli that correlate with it, is commonly taken as sufficient indication of numerical abilities in cognitive agents. However, this literature does not take into…
Descriptors: Number Concepts, Numeracy, Cognitive Ability, Mathematical Concepts
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Olkun, Sinan – International Electronic Journal of Elementary Education, 2022
The purpose of this paper is to propose an effective learning environment for the initial stages of mathematical learning. Basic numerical skills and the objects and actions that trigger those skills are conceptualized as a mathematics-learning environment. We discuss numerical learning mechanism and the basic skills and environments we use to…
Descriptors: Mathematics Education, Learning Processes, Mathematics Skills, Number Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Sprows, David – International Journal of Mathematical Education in Science and Technology, 2017
The fundamental theorem of arithmetic is one of those topics in mathematics that somehow "falls through the cracks" in a student's education. When asked to state this theorem, those few students who are willing to give it a try (most have no idea of its content) will say something like "every natural number can be broken down into a…
Descriptors: Arithmetic, Mathematical Logic, Number Concepts, Numeracy
Peer reviewed Peer reviewed
Direct linkDirect link
Woods, Dawn Marie; Ketterlin Geller, Leanne; Basaraba, Deni – Intervention in School and Clinic, 2018
A strong foundation in early number concepts is critical for students' future success in mathematics. Research suggests that visual representations, like a number line, support students' development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction…
Descriptors: Number Concepts, Numbers, Numeracy, Visual Aids
Peer reviewed Peer reviewed
Direct linkDirect link
Allen-Lyall, Barbara; Russo, James – Australian Primary Mathematics Classroom, 2019
Differentiating instruction can be difficult, however, when higher performing students yearn to be stretched and lower performing students benefit from scaffolded support. One way to meet these students' learning needs and everyone in-between is to embrace the notion of novel exploration in support of critical school mathematics concepts. Novelty…
Descriptors: Mathematics Instruction, Teaching Methods, Numeracy, Number Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Faulkner, Valerie; Ainslie, Jennifer – Australian Primary Mathematics Classroom, 2017
The importance and usefulness of building on perceptual subitising and the development of conceptual subitising is explained. A guide on how to continue to develop numerical ideas based on subitising is shared.
Descriptors: Mathematics Activities, Numeracy, Number Concepts, Media Adaptation
Peer reviewed Peer reviewed
Direct linkDirect link
Weng, Pei-Lin; Bouck, Emily C. – TEACHING Exceptional Children, 2017
Price comparison is a functional mathematics skill involving purchasing, use of money, and budgeting, with the goal of selecting the best deal based on a person's financial resources (Browder, Spooner, & Trela, 2011). The operational definition of "price comparison" is to compare the magnitudes of the price numbers and then select…
Descriptors: Mathematics Instruction, Mathematics Skills, Mathematical Concepts, Special Education Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Geary, David C. – Mathematical Thinking and Learning: An International Journal, 2015
The collection of studies in this special issue make an important contribution to our understanding and measurement of the core cognitive and noncognitive factors that influence children's emerging quantitative competencies. The studies also illustrate how the field has matured, from a time when the quantitative competencies of infants and young…
Descriptors: Preschool Children, Statistical Analysis, Knowledge Level, Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Bofferding, Laura – Teaching Children Mathematics, 2014
As students progress from working with whole numbers to working with integers, they must wrestle with the big ideas of number values and order. Using objects to show positive quantities is easy, but no physical negative quantities exist. Therefore, when talking about integers, the author refers to number values instead of number quantities. The…
Descriptors: Mathematics Instruction, Teaching Methods, Grade 1, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Andrews, Paul; Sayers, Judy – Early Childhood Education Journal, 2015
It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire…
Descriptors: Primary Education, Grade 1, Elementary School Students, Elementary School Mathematics
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Jiménez-Fernández, Gracia – REDIMAT - Journal of Research in Mathematics Education, 2016
Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…
Descriptors: Mathematics, Mathematics Instruction, Mathematics Teachers, Learning Disabilities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Shivraj, Pooja; Geller, Leanne Ketterlin; Basaraba, Deni; Geller, Josh; Hatfield, Cassandra; Näslund-Hadley, Emma – Global Education Review, 2018
Research indicates that parental involvement in children's education is positively related to academic achievement in mathematics; however, there are few studies on the role of parental involvement in the context of developing countries. The purpose of this paper is to document the iterative development using design-based research (DBR) of a…
Descriptors: Instructional Materials, Material Development, Culturally Relevant Education, Parent Child Relationship
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wright, Robert J. – South African Journal of Childhood Education, 2013
This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early…
Descriptors: Numeracy, Mathematics Instruction, Elementary School Mathematics, Classification
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Peucker, Sabine; Weißhaupt, Steffi – South African Journal of Childhood Education, 2013
The development of numerical concepts is described from infancy to preschool age. Infants a few days old exhibit an early sensitivity for numerosities. In the course of development, nonverbal mental models allow for the exact representation of small quantities as well as changes in these quantities. Subitising, as the accurate recognition of small…
Descriptors: Number Concepts, Numeracy, Child Development, Infants
Peer reviewed Peer reviewed
Direct linkDirect link
Dobbs, David E. – International Journal of Mathematical Education in Science and Technology, 2012
It is proved that an integer n [greater than or equal] 2 is a prime (resp., composite) number if and only if there exists exactly one (resp., more than one) nth-degree monic polynomial f with coefficients in Z[subscript n], the ring of integers modulo n, such that each element of Z[subscript n] is a root of f. This classroom note could find use in…
Descriptors: Introductory Courses, Number Concepts, Numbers, Algebra
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6