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Direct linkDing, Rui; Huang, Rongjin; Deng, Xixi – Educational Studies in Mathematics, 2023
The mathematics education literature indicates a consensus regarding the importance of developing algebraic thinking in elementary school mathematics. However, the approaches used to implement this concept vary around the world. This study examines how a popular standards-based elementary mathematics textbook series in China provides opportunities…
Descriptors: Textbooks, Mathematics Instruction, Teaching Methods, Task Analysis
Jones, Ian; Inglis, Matthew; Gilmore, Camilla; Dowens, Margaret – Journal of Experimental Child Psychology, 2012
A sophisticated and flexible understanding of the equals sign (=) is important for arithmetic competence and for learning further mathematics, particularly algebra. Research has identified two common conceptions held by children: the equals sign as an operator and the equals sign as signaling the same value on both sides of the equation. We argue…
Descriptors: Children, Factor Analysis, Symbols (Mathematics), Mathematics
Zhang, Qinqiong; Stephens, Max – Mathematics Education Research Journal, 2013
This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum…
Descriptors: Foreign Countries, Mathematics Instruction, National Curriculum, Curriculum Design
Ding, Meixia; Li, Xiaobao – Cognition and Instruction, 2010
This study examines presentations of the distributive property (DP) in two widely used U.S. elementary text series and one main Chinese text series along three dimensions: problem contexts, typical problem types within each problem context, and variability in using the DP. In general, the two U.S. texts were found to resemble each other but to…
Descriptors: Comparative Analysis, Mathematics Education, Textbooks, Elementary School Mathematics
Jiang, Chunlian; Chua, Boon Liang – International Journal of Science and Mathematics Education, 2010
This paper presents the results obtained from a study comparing the strategies used by 1,070 Chinese students and 1,002 Singaporean students from primary grade 6 to secondary year 2 in solving three fraction-related problems. It is part of the author's Ph.D. study, which involves more word problems on speed. The Chinese students performed better…
Descriptors: Comparative Analysis, Word Problems (Mathematics), Cross Cultural Studies, Elementary School Students
Download full textGu, Wenyuan – Online Submission, 2010
Three mathematics textbooks of different grade levels, compared with Chinese math textbooks of the same grades, were selected that were used in some of the middle schools in Clark County Schools District (CCSD). Systematical review of the three textbooks were made grade by grade in order to figure out "Are Our Math Textbooks a Mile Wide and…
Descriptors: Middle Schools, Textbooks, National Standards, Mathematics Instruction
Usiskin, Zalman P. – Mathematics Teaching in the Middle School, 2007
Usiskin takes another look at fractions, years after writing the article "The Future of Fractions" for "Arithmetic Teacher".
Descriptors: Mathematics Instruction, Learning Activities, Mathematics, Mathematical Concepts
