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Direct linkBjörklund, Camilla; Ekdahl, Anna-Lena; Runesson Kempe, Ulla – Mathematical Thinking and Learning: An International Journal, 2021
We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The…
Descriptors: Preschool Education, Teaching Methods, Numbers, Intervention
Feldman, Ziv; Roscoe, Matt B. – Mathematics Teacher Educator, 2018
The literature has shown that preservice elementary school teachers (PSTs) struggle to adequately attend to a number's multiplicative structure to determine divisibility. This study describes an intervention aimed at strengthening preservice and in-service teachers' procedural knowledge with respect to using a number's prime factorization to…
Descriptors: Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Elementary School Teachers
Download full textTzur, Ron; Xin, Yan Ping; Si, Luo; Kenney, Rachael; Guebert, Adam – Online Submission, 2010
This study addressed the problem of why students with learning disabilities in mathematics too often fail to develop multiplicative and divisional concepts/operations. We conducted a constructivist teaching experiment with 12 students (nine 5th and three 4th graders). This report focuses on three students' conceptual progress, particularly on…
Descriptors: Constructivism (Learning), Learning Disabilities, Grade 4, Mathematics Instruction
