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Zehra E. Ünal; Asli M. Ala; Gamze Kartal; Serkan Özel; David C. Geary – Journal of Numerical Cognition, 2024
Sixty (35 girls and 25 boys) 9th-grade students' conceptual understanding of the number line was qualitatively assessed through verbal explanations and visual representations. The assessment included an open-ended question focused on students' number line descriptions and the explanations coalesced around six features: sequential ordering (i.e.,…
Descriptors: Grade 9, Numeracy, Number Concepts, Numbers
Roxanne Long; Mellony Graven – African Journal of Research in Mathematics, Science and Technology Education, 2023
This paper explores Grade R teacher expressions of themselves as teachers of numeracy, and as teachers working in the transition phase of schooling, after their participation in a research-informed numeracy-focused professional development (PD) intervention. The Early Number Fun (ENF) programme had 33 teachers from 17 Eastern Cape schools…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Education, Numeracy
Can, Derya; Yetkin Özdemir, I. Elif – International Journal of Science and Mathematics Education, 2020
Research on number sense presents contradictory arguments and results regarding the effects of context-based tasks and activities on students' number sense. The aim of this study was to examine fourth-grade elementary school students' number sense as they solve context-based (CB) and non-context-based (NCB) items. A survey design was employed and…
Descriptors: Elementary School Students, Grade 4, Numeracy, Number Concepts
Bishop, Jessica P.; Lamb, Lisa L.; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Research in Mathematics Education, 2018
We share a subset of the 41 underlying strategies that comprise five ways of reasoning about integer addition and subtraction: formal, order-based, analogy-based, computational, and emergent. The examples of the strategies are designed to provide clear comparisons and contrasts to support both teachers and researchers in understanding specific…
Descriptors: Thinking Skills, Numbers, Numeracy, Comparative Analysis
Niklas, Frank; Cohrssen, Caroline; Tayler, Collette – Early Education and Development, 2016
Research Findings: Young children develop numeracy competencies during interactions with more knowledgeable others. Such interactions typically occur in the home numeracy environment (HNE). In this study a nonintensive intervention procedure was developed to improve both the HNE and numerical competencies. All parents of 113 Australian children…
Descriptors: Numeracy, Preschool Children, Preschool Education, Family Environment
Vandermaas-Peeler, Maureen; Pittard, Caroline – Early Child Development and Care, 2014
Mathematical knowledge at school entry predicts school achievement, and children from low-income families are at risk for low math achievement. The study purpose was to observe low-income parents' numeracy guidance in two contexts, a board game and a number concept assessment, and to compare preschoolers' independent and guided math…
Descriptors: Social Environment, Preschool Children, Disadvantaged Youth, Low Income
Rotem, Avital; Henik, Avishai – Journal of Learning Disabilities, 2015
The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…
Descriptors: Foreign Countries, Mathematics Education, Learning Disabilities, Multiplication
Utley, Juliana; Reeder, Stacy – Investigations in Mathematics Learning, 2012
Can prospective elementary teachers "unlearn" harmful algorithms used with fractions as they are invited to develop fraction number sense? This study examined the development of prospective elementary teachers' fraction number sense during an intermediate (grades 5-8) mathematics methods course. During this course, participants' were involved in a…
Descriptors: Preservice Teacher Education, Scores, Methods Courses, Grade 5
Mullis, Ina V. S., Ed.; Martin, Michael O., Ed. – International Association for the Evaluation of Educational Achievement, 2013
Now entering into its 20th year of data collection, Trends in International Mathematics and Science Study, (TIMSS) is an international assessment of mathematics and science at the fourth and eighth grades. TIMSS 2015 is the most recent in the TIMSS series, which began with the first assessments in 1995 and has continued every four years--1999,…
Descriptors: Mathematics Achievement, Educational Assessment, Student Evaluation, Grade 4