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Gembo Tshering – Mathematics Teaching Research Journal, 2024
Algebra is critical in shaping future mathematics success and is integral to the K-12 curriculum. Despite its inclusion, a common challenge arises as students' progress to higher grades without a solid foundation, resulting in challenging learning experiences. This action research study focuses on the algebraic learning experience of a Grade 7…
Descriptors: Grade 7, Intervention, Algebra, Mathematics Instruction
Elizabeth Pursell – ProQuest LLC, 2024
Cognitive development of eighth-grade students, as identified by Jean Piaget, occurs during a time when many of them are transitioning between concrete operations and formal operations where the ability to think in abstract concepts becomes possible. Because of this period of transition, many eighth-grade students find difficulty in demonstrating…
Descriptors: Mathematics Instruction, Units of Study, Teaching Methods, Comparative Analysis
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Mix, Kelly S.; Levine, Susan C.; Cheng, Yi-Ling; Stockton, Jerri DaSha; Bower, Corinne – Journal of Educational Psychology, 2021
A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills--spatial visualization or form…
Descriptors: Grade 1, Grade 6, Mathematics Achievement, Spatial Ability
Mix, Kelly S.; Levine, Susan C.; Cheng, Yi-Ling; Stockton, Jerri DaSha; Bower, Corinne – Grantee Submission, 2020
A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills-spatial visualization or form…
Descriptors: Grade 1, Grade 6, Mathematics Achievement, Spatial Ability
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Morra, Sergio; Bisagno, Elisa; Caviola, Sara; Delfante, Chiara; Mammarella, Irene Cristina – Cognition and Instruction, 2019
This article reconsiders Case's theory of central conceptual structures (CCS), examining the relation between working memory and the acquisition of quantitative CCS. The lead hypothesis is that the development of working memory capacity shapes the development of quantitative concepts (whole and rational numbers). Study I, with 779 children from…
Descriptors: Short Term Memory, Concept Formation, Children, Early Adolescents
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Little, Gawain; Horn, Jo; Gilroy-Lowe, Steph – FORUM: for promoting 3-19 comprehensive education, 2017
This article explains how high-stakes standardised tests are distorting primary school mathematics and failing to promote pupils' cognitive development. It argues for observation and journaling for both formative and summative assessment in order to recover an emphasis on reflective mathematical understanding and problem-solving.
Descriptors: High Stakes Tests, Standardized Tests, Elementary School Mathematics, Mathematics Education
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Saglam, Yilmaz; Ozbek, Merve – Journal of Education in Science, Environment and Health, 2016
The study sought to investigate conceptual change process. It is specifically aimed to probe children's initial ideas and how or to what way those ideas alter in the long run. A total of 18 children volunteered and participated in the study. Individual interviews were conducted. The children were asked to define the concept of evaporation, explain…
Descriptors: Foreign Countries, Elementary School Students, Cognitive Development, Concept Formation
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Thompson, Mumuni – International Journal of Early Childhood, 2019
In the quest for quality in early childhood education, it is important to explore the subtleties that define socio-culturally relevant pedagogy. A qualitative, multi-case study approach was used to explore perspectives of teachers about socio-cultural influences on their teaching in kindergarten classrooms in Ghana. Four teachers from two…
Descriptors: Kindergarten, Culturally Relevant Education, Case Studies, Teaching Methods
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Danish, Joshua; Saleh, Asmalina; Andrade, Alejandro; Bryan, Branden – Instructional Science: An International Journal of the Learning Sciences, 2017
Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students' answers and the help they receive as they construct them. We report on a secondary analysis of…
Descriptors: Problem Solving, Ability, Scaffolding (Teaching Technique), Cognitive Development
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Tzuriel, David; Isman, Esther B.; Klung, Tamar; Haywood, H. Carl – Journal of Cognitive Education and Psychology, 2017
Children, 4-6 years of age, in special education kindergartens were randomly assigned to a classification training (n 45) and a comparison (n 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were given…
Descriptors: Young Children, Kindergarten, Special Education, Students with Disabilities
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Anapa Saban, Pinar – Educational Research and Reviews, 2014
The purpose of this study was to investigate the quantifier structuring processes of teacher candidates doing the Abstract Mathematics course of the Elementary School Mathematics Teaching program. Educational activities assisting the students' structuring of quantifiers were provided through transitions between verbal (written) expressions…
Descriptors: Preservice Teachers, Comprehension, Mathematical Concepts, Elementary School Mathematics
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Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret – Developmental Psychology, 2014
Individuals in many cultures believe in omniscient (all-knowing) beings, but everyday representations of omniscience have rarely been studied. To understand the nature of such representations requires knowing how they develop. Two studies examined the breadth of knowledge (i.e., types of knowledge) and depth of knowledge (i.e., amount of knowledge…
Descriptors: Preschool Children, Elementary School Students, Adults, Age Differences
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Toh, Lai Poh Emily; Causo, Albert; Tzuo, Pei-Wen; Chen, I-Ming; Yeo, Song Huat – Educational Technology & Society, 2016
A systematic review was carried out to examine the use of robots in early childhood and lower level education. The paper synthesizes the findings of research studies carried out in the last ten years and looks at the influence of robots on children and education. Four major factors are examined--the type of studies conducted, the influence of…
Descriptors: Teaching Methods, Robotics, Child Behavior, Child Development
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Pimthong, P. – Science Education International, 2015
The purpose of this research was to study primary science students' conceptual development as it related to their understanding of materials and their properties: in particular, to determine how and why some students changed their concepts while others did not. The participants were thirty-two Grade 5 (10-11 year old) students. An instructional…
Descriptors: Elementary School Science, Primary Education, Grade 5, Science Education
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Sigirtmac, Ayperi Dikici – Early Child Development and Care, 2012
Many studies propose that chess is a game requiring cognitive skills and has positive effects on mental development. In recent years, chess training has also been emphasised as important during the early childhood period. However, no studies have been done with six-year-old children. The purpose of this study was to investigate whether or not…
Descriptors: Foreign Countries, Cognitive Development, Gender Differences, Games
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