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Angelika Kullberg; Camilla Björklund; Ulla Runesson Kempe – Educational Studies in Mathematics, 2024
The decomposition of numbers when solving subtraction tasks is regarded as more powerful than counting-based strategies. Still, many students fail to solve subtraction tasks despite using decomposition. To shed light upon this issue, we take a variation theoretical perspective (Marton, 2015) seeing learning as a function of discerning critical…
Descriptors: Subtraction, Number Concepts, Grade 2, Elementary School Students
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Esther S. Levenson; Ruthi Barkai; Anas Mahamid; Sigal Levy – Educational Studies in Mathematics, 2024
This study examines the solutions of 34 kindergarten children as they create equal groups from n bottle caps, where n was equal to 8, 9, 22, and 23. For each n, children were asked to find as many different solutions as possible. The number of solutions they found, i.e., children's fluency, as well as the strategies used to create equal groups,…
Descriptors: Elementary School Mathematics, Kindergarten, Creativity, Mathematical Concepts
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Liu, Qiushan; Braithwaite, David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Rational numbers are represented by multiple notations: fractions, decimals, and percentages. Whereas previous studies have investigated affordances of these notations for representing different types of information (DeWolf et al., 2015; Tian et al., 2020), the present study investigated their affordances for solving different types of arithmetic…
Descriptors: Fractions, Arithmetic, Mathematical Concepts, Affordances
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Saso Koceski; Natasa Koceska; Limonka Koceva Lazarova; Marija Miteva; Biljana Zlatanovska – Journal of Technology and Science Education, 2025
This study aims to evaluate ChatGPT's capabilities in certain numerical analysis problem: solving ordinary differential equations. The methodology which is developed in order to conduct this research takes into account the following mathematical abilities (defined according to National Centre for Education Statistics): Conceptual Understanding,…
Descriptors: Artificial Intelligence, Technology Uses in Education, Number Concepts, Problem Solving
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Bos, Rogier; van den Bogaart, Theo – Digital Experiences in Mathematics Education, 2022
This design-based study addresses the issue of how to digitally support students' problem-solving by providing heuristics, in the absence of the teacher. The problem is that, so far, digital tutoring systems lack the ability to diagnose students' needs in open problem situations. Our approach is based on students' ability to self-diagnose and find…
Descriptors: Heuristics, Problem Solving, Help Seeking, Intelligent Tutoring Systems
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Abdullah Terzi; Tugrul Kar – Education 3-13, 2024
The present study aimed to test the effect of the problem-posing instruction experimentally based on the extended active learning framework on the development of Turkish middle school sixth-grade students' (N = 19) problem-posing and -solving skills with whole-number operations. The training programme was completed in 13 lessons over a seven-week…
Descriptors: Foreign Countries, Grade 6, Elementary School Students, Problem Solving
Rogers, Angela – Mathematics Education Research Group of Australasia, 2023
Place value is one of the 'big ideas' in number and plays a critical role in helping students develop their number sense, problem solving and computation skills. Yet, the elegant simplicity of our place value system belies the abstract nature of the construct. This paper presents data from 606 Year 3-6 students (ages 8-12) from two metropolitan…
Descriptors: Number Concepts, Teaching Methods, Problem Solving, Computation
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Haman, Maciej; Lipowska, Katarzyna – Developmental Science, 2023
In numerical cognition research, the operational momentum (OM) phenomenon (tendency to overestimate the results of addition and/or binding addition to the right side and underestimating subtraction and/or binding it to the left side) can help illuminate the most basic representations and processes of mental arithmetic and their development. This…
Descriptors: Preschool Children, Prior Learning, Mathematics Education, Number Concepts
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Alexandre Cavalcante; Annie Savard; Elena Polotskaia – Educational Studies in Mathematics, 2024
This article proposes an in-depth mathematics analysis of simple and compound interest through an exploration of the mathematical structures underlying these concepts. Financial numeracy concepts (simple and compound interest, interest rates, interest period, present and future value, etc.) have been added to the mathematics curriculum of the…
Descriptors: Secondary School Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Student Attitudes
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Kynigos, Chronis; Diamantidis, Dimitris – ZDM: Mathematics Education, 2022
We discuss classroom activity comprised of small groups of students collaboratively tinkering with programs of dynamically manipulable figural models, posing problems regarding their mathematical properties and behaviors. We analyzed data from students' discourse taken from two classroom interventions employing a framework of creative mathematical…
Descriptors: Creativity, Engineering, Mathematical Models, Programming
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Fitzsimmons, Charles J.; Morehead, Kayla; Thompson, Clarissa A.; Buerke, Morgan; Dunlosky, John – Journal of Experimental Education, 2023
We investigated whether three interventions -- studying incorrect worked examples, studying correct worked examples, or receiving feedback -- improved children's 0-1,000 (Experiment 1) and adults' 1 thousand--1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated…
Descriptors: Feedback (Response), Problem Solving, Accuracy, Number Concepts
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Cui, Zhihao; Ng, Oi-lam; Jong, Morris Siu-Yung – Educational Technology & Society, 2023
Grounded in problem-based learning and with respect to four mathematics domains (arithmetic, random events and counting, number theory, and geometry), we designed a series of programming-based learning tasks for middle school students to co-develop computational thinking (CT) and corresponding mathematical thinking. Various CT concepts and…
Descriptors: Computation, Thinking Skills, Mathematics Education, Problem Based Learning
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Abigail Erskine; Laura Bofferding; Sezai Kocabos; Haoran Tang – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
As elementary students begin to program using tangible blocks, they must coordinate their use of counting with the movements, directions, and numbers they use to move a character. In our study, we analyzed 13 first graders' first attempts at coordinating these elements when playing a programming game on the iPad that used tangible programming…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 1, Computation
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Rafael Ramírez; Bárbara M. Brizuela; Maria Blanton – Canadian Journal of Science, Mathematics and Technology Education, 2024
In this article, we present research on eight kindergarten and eight first-grade students' understandings of the arithmetic properties of commutativity, additive identity, and additive inverse during a classroom teaching experiment, selected from a larger study that included 88 students. In this study, we explore the students' types of…
Descriptors: Kindergarten, Young Children, Elementary School Students, Grade 1
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Bajo-Benito, José Mariano; Sánchez-Matamoros García, Gloria; Gavilán-Izquierdo, José María – EURASIA Journal of Mathematics, Science and Technology Education, 2021
This paper aims to characterise an indicator of the development of the number sequence scheme among students at the level of Compulsory Secondary Education (14-16 years old students). To do so, we use a scheme development proposed by the APOS theory to characterise students' use of relations between mathematical elements when solving a…
Descriptors: Secondary School Students, Mathematics Skills, Problem Solving, Number Concepts
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