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Direct linkStohlmann, Micah; Yang, Yichen – International Journal of Mathematical Education in Science and Technology, 2023
Mathematical modelling has garnered national and international interest due to its importance. Mathematical modelling can develop students' mathematical understandings, teamwork and communication practices. The ability for teachers to select appropriate mathematical modelling tasks is important to ensure the benefits listed for students are…
Descriptors: Mathematical Models, Mathematics Activities, Mathematics Instruction, Teacher Developed Materials
Karaoglan Yilmaz, Fatma Gizem; Özdemir, Burçin Gökkurt; Yasar, Zehra – International Journal of Mathematical Education in Science and Technology, 2018
The aim of this study is to determine the mistakes and misconceptions about fractions of the fourth-grade students in a primary school and to eliminate these mistakes and misconceptions through digital stories. The study has been conducted with a total of 25 students in the fourth-grade of a private primary school in Turkey. An action research…
Descriptors: Mathematics Instruction, Fractions, Mathematical Concepts, Misconceptions
Koklu, Oguz; Topcu, Abdullah – International Journal of Mathematical Education in Science and Technology, 2012
Pre-existing misconceptions are serious impediments to learning in mathematics. Means for detecting and correcting them have received much attention in the literature of educational research. Dynamic geometry software has been tried at different grade levels. This quasi-experimental study investigates the effect of Cabri-assisted instruction on…
Descriptors: Secondary School Students, Geometry, Control Groups, Experimental Groups
Lim, Kien H. – International Journal of Mathematical Education in Science and Technology, 2011
This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB-DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the…
Descriptors: Classroom Research, Prediction, Effect Size, Educational Opportunities
Ross, John A.; Bruce, Catherine D. – International Journal of Mathematical Education in Science and Technology, 2009
Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…
Descriptors: Educational Technology, Grade 7, Pedagogical Content Knowledge, Misconceptions
