Pre-service mathematics teachers' content knowledge is an important issue. Therefore, detailed studies are needed to be conducted on mathematical topics. The study examines preservice elementary mathematics teachers' (PEMTs) special content knowledge (SCK) of integer addition and subtraction in the context of using multiple representations,…

Current curriculum initiatives (e.g., National Governors Association Center for Best Practices and Council of Chief State School Officers 2010) advocate that models be used in the mathematics classroom. However, despite their apparent promise, there comes a point when models break, a point in the mathematical problem space where the model cannot,…

There is a call for enabling students to use a range of efficient mental and written strategies when solving addition and subtraction problems. To do so, students should recognise numerical structures and be able to change a problem to an equivalent problem. The purpose of this article is to suggest an activity to facilitate such understanding in…

Textbooks, like many other resources teachers have at hand, are meant to be an aid for instruction; however there is little research with textbooks or on their potential to develop metacognitive knowledge. Metacognitive knowledge has received substantial attention in the literature, in particular for its relationship with problem-solving in…

Understanding the meaning of rational numbers and how to perform mathematical operations with those numbers seems to be a perennial problem in the United States for both adults and children. Based on previous work, we hypothesized that giving students more time to practice using rational numbers in an environment that enticed them to apply their…