Two experiments examined whether concrete models support place value learning. In Experiment 1 (N = 149), 7-year-olds were trained with either a) symbols alone or b) symbols and base-10 blocks. Children in both groups showed significant growth overall, but there were specific effects favoring one training type over another. Symbols-only training…

The aim of the study is to examine whether classroom teachers' Pedagogical Content Knowledge (PCK) on numbers develops in the period from their university education to their active teaching profession. Cross-sectional comparative study method was used in this research in order to examine what kind of development classroom teachers? pedagogical…

To examine the relative performance in number sense among low-SES students, new immigrant students, and typical learners in grades 4 through 6, data were collected through a number sense web-based, two-tier test. A total of 628 fourth graders, 535 fifth graders, and 524 sixth graders in Taiwan participated in this study. Results showed that there…

The main aim of this article was to investigate the educational potential of a game-based math game competition to engage students in training rational numbers. Finnish fourth (n = 59; M[subscript age] = 10.36) and sixth graders (n = 105; M[subscript age] = 12.34) participated in a math game competition relying on intra-classroom cooperation and…

This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…

This study investigates how 217 students in Years 5, 6 and 7 from three schools in Nanjing, China, link number and algebra (called relational thinking in this study). It categorizes their performances in terms of five levels, and uses these levels to create profiles of algebraic thinking across Years 5, 6, and 7. The study examines the…

Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…