This article analyzes a popular arithmetic textbook, "Arithmetic: For the Use of Schools and Colleges," authored by Jadav Chandra Chakravarti, to examine the contents and pedagogies in the text for how mathematics was taught and learned from the end of the nineteenth century through the first half of the twentieth century in colonial…

This article reports on an empirical study that investigates the way students' performance in solving arithmetical tasks may be related to their performance in solving algebraic tasks. The sample consisted of 203 Grade 6 students. The arithmetical tasks involved arithmetical expressions with known quantities, whereas the algebraic tasks involved…

To understand the ways that manipulatives might support changes in students' reasoning about algebraic generalizations, a constructivist teaching experiment was conducted with two sixth-grade students. The students interpreted numerical situations with units of one and could construct units of units in mental activity. Initially, the students'…

In current teaching materials, when using Dedekind cuts to construct real numbers, the definition of a Dedekind cut is always involved in defining addition and multiplication. In this paper, as it is done in many current textbooks, Dedekind cuts are used to construct the set of real numbers. Then the order in it is defined, and the…

ABN (Abierto Basado en Números--Open Calculation Based on Numbers) is a method for teaching basic arithmetic operations in primary education that has become popular in recent years and that is based on the decomposition of numbers through manipulative materials that encourage mental calculation. Currently there is limited number of tools that can…

Students are indeed weak when it comes to understanding fractions and decimals. In line with the national curriculum, whole numbers and fractions are taught first before students start to learn decimals. By the time the students approach decimals, they should have acquired sufficient knowledge of whole numbers but limited knowledge of fractions.…

It is commonly accepted that repeatedly using mental procedures results in a transition to memory retrieval, but the determinant of this process is still unclear. In a 3-week experiment, we compared two different learning situations involving basic additions, one based on counting and the other based on arithmetic fact memorization. Two groups of…

Even though there is a great temptation as teachers to share what is known, many are aware of an idea called "rules that expire" (RTE) and have realized the importance of avoiding them. There is evidence that students need to understand mathematical concepts and that merely presenting rules to carry out in a procedural and disconnected…

This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems.…

Development of the cardinality principle, an understanding that the last number-word recited in counting a collection of items specifies the number of items in that collection, is a critical milestone in developing a concept of number. Researchers in early number development have endeavored to theorize its development. Here we critique two widely…

We introduce the concept of the "sequence of the ratios of convex quadrilaterals," identify some properties of these sequences and use them to provide new characterizations for some classic quadrilateral families. The research involves aspects of geometry, arithmetic and mathematical analysis, which converge to produce the results.

Pedagogical Content Knowledge (PCK) as combines a teacher's knowledge of teaching and content so that the specific content is easy for students to understand. This study aimed to investigate the teacher's PCK in teaching decimals after mentoring by the research center of the Indonesian Realistic Mathematics Education (PRP-PMRI) team. This…

Many proofs of the arithmetic mean harmonic mean inequality have been proposed based on the rich connections between mathematics and physics. Sometimes the Arithmetic Mean Harmonic Mean inequality is proved by using electric networks. In this note, we use a simple set of two springs, instead of four springs which would be the equivalent set to…

This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M[subscript age] = 79.5 months; 55% female; 88% White) and adults (N = 93; M[subscript age] = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged:…

This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem…