There is a growing interest in whether social robots, which are embodied and exhibit human-like behaviour, can be used for teaching and learning. Still, very few studies focus on the teacher's role. This study focuses on how a teacher acted in a learning-by-teaching activity with 20 children. In this small-scale field experiment, the teacher's…

Counting all and counting on are distinct counting strategies that can be used to compute such quantities as the total number of objects in two sets (Wright, Martland, and Stafford 2010). Given five objects and three more objects, for example, children who use counting all to determine quantity will count both collections; that is, they count…

Children with mild intellectual disabilities (MID) appear to have particular problems in understanding the numerical meaning of Arabic digits. Therefore, we developed and evaluated a numerical domino game that specifically targeted the association between these digits and the numerical magnitudes they represent. Participants were 30 children with…

Stephen Tucker presents a fractions game that addresses a range of fraction concepts including equivalence and computation. The REFractions game also improves students' fluency with representing, comparing and adding fractions.

The differences between drill activities and practice activities and the reasons why there are differences are discussed. Two games that uses playing cards to provide students with untimed opportunities to practice their facts are described. (KR)

An influential proposal about aquiring mathematical knowledge is that it entails linking instruction-based concepts to intuitions derived from informal activities. In the case of non-positive numbers, informal knowledge is unlikely to emanate from observing physical objects, because non-positive objects or sets of objects do not exist. However, it…