In this article, the author describes how to help develop students' conceptual understanding of fractions through the tactical card-based game Nearest to One. Nearest to One promotes number-sense based strategies for comparing fractions, such as benchmarking (e.g., Is the fraction greater or less than one-half?) and building to the next whole,…

The foundation of geometric knowledge and understanding starts in primary school, and in contemporary mathematics education there is an emphasis on identifying learning progressions and trajectories as a way of moving students forward. The van Hiele (1986) theory is well-documented and provides insights into the progression and differences of…

It is frequently surprising to new teachers (and even those with experience) when they find that not only do some children need to recount the group they have just counted to be assured of the total but also that this need seems to be resistant to intervention. Although moving from "counting-all" to "count-on" is sometimes…

In this article, Lorraine Jacob and Joanne Mulligan discuss how arrays can be used to promote students' early learning in relation to multiplication and division. They provide examples of activities that can be used from Foundation to Year 5.

Presents an activity that engages children in thinking about the results of combining numbers. (ASK)

Discusses the features of a good educational game. Describes mathematics that can be developed from playing games and introduces a strategy board game called Mancala. (ASK)

Presents a lesson that provides students in the early primary grades with the opportunity to explore counting techniques and develop an informal sense of permutations and combinations. (Author/CCM)

Reports on rich mathematical activities that integrate different mathematics strands and learning. Describes how to introduce the task and the classroom setting, set up the task, and continue the investigation. Presents student work samples. (ASK)

Discusses how an alternative assessment approach using journaling can reveal so much more about a child's understanding of mathematics. (ASK)

Considers teaching strategies to help children overcome misconceptions and difficulties with the mathematical concept of angles. (ASK)

Compares methods of subtraction used by children and teachers. Suggests ways to encourage children to invent their own subtraction algorithms. (CCM)

All teachers face the dilemma of trying to cater to the range of abilities of the children in their classes. Explains one teacher's attempt to accomplish this. (ASK)

Presents two activities on addition, one for classifying and one for symmetry. (ASK)

Describes how games can be used to help children practice their arithmetic by using a game-playing format. (ASK)

Reports on the findings of a research project involving decimals and students' misconceptions about them. Offers some practical activities that may help children understand decimals better. (ASK)