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Showing 1 to 15 of 39 results Save | Export
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Alicia Bruno; Irene Polo-Blanco; Steven Van Vaerenbergh; Raúl Fernández-Cobos; María José González-López – ZDM: Mathematics Education, 2024
This study examines the multiplicative problem-solving strategies used by a 14-year-old student with autism spectrum disorder and intellectual disabilities during an instructional process based on the Conceptual Model-based Problem Solving (COMPS) approach. The instruction aimed to enhance conceptual comprehension of problem-solving by the use of…
Descriptors: Multiplication, Problem Solving, Case Studies, Autism Spectrum Disorders
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Tracey Hopkins; Judith Mills – set: Research Information for Teachers, 2024
When teaching the multiplicative domain in New Zealand primary schools, teachers tend to spend a greater proportion of time on the meaning and processes of multiplication, to the detriment of a specific focus on understanding the concept of division. When division is taught, it tends to be by reversing the context and turning the division…
Descriptors: Foreign Countries, Division, Multiplication, Mathematics Instruction
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Duyen, Nguyen Thi Hong; Loc, Nguyen Phu – European Journal of Educational Research, 2022
Numeracy is one of the essential competencies that the objectives of teaching math to primary students should be towards. However, many research findings show that the problem of "innumeracy" frequently exists at primary schools. That means children still do not feel at home in the world of numbers and operations. Therefore, the paper…
Descriptors: Elementary School Students, Elementary School Mathematics, Numeracy, Teaching Methods
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Rajiv Satsangi; Stephanie D. Sigmon – Remedial and Special Education, 2024
Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child's cognition. Representations with physical manipulatives are widely studied through a graduated…
Descriptors: Multiplication, Thinking Skills, Elementary School Students, Learning Problems
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Passarella, Simone – International Journal of Mathematical Education in Science and Technology, 2022
Introducing the distributivity property of multiplication over addition is a well-known challenge in mathematics education, especially in primary school. As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation and evaluation of a modelling activity in which 2nd-grade students are…
Descriptors: Multiplication, Mathematics Instruction, Elementary School Students, Mathematical Concepts
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Schiller, Lauren K.; Fan, Ao; Siegler, Robert S. – Journal of Numerical Cognition, 2022
The number one plays a special role in mathematics because it is the identity element in multiplication and division. The present findings, however, indicate that many middle school students do not demonstrate mathematical flexibility representing one as a fraction. Despite possessing explicit knowledge of fraction forms of one (e.g., 95% of…
Descriptors: Numbers, Mathematics Instruction, Multiplication, Division
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Bütüner, Suphi Önder – REDIMAT - Journal of Research in Mathematics Education, 2021
In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean…
Descriptors: Textbooks, Textbook Content, Elementary School Mathematics, Mathematics Materials
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What Works Clearinghouse, 2021
In this set of tips, parents and caregivers will learn how to: (1) support children's understanding of fractions at home with activities on dividing objects (recommended for grades K-5); (2) support children's understanding of fractions at home with measurement activities (recommended for grades K-4); (3) support children's understanding of…
Descriptors: Mathematics Instruction, Fractions, Mathematical Concepts, Concept Formation
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Hurst, Chris; Hurrell, Derek – International Electronic Journal of Mathematics Education, 2020
Multiplicative thinking is widely accepted as a critically important 'big idea' of mathematics that underpins much mathematical understanding beyond the primary years. It is therefore important to ensure not only that children can think multiplicatively, but that they can do so at a conceptual rather than procedural level. This paper reports on a…
Descriptors: Multiplication, Thinking Skills, Mathematics Instruction, Elementary School Students
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Zwanch, Karen – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
The number sequences describe a hierarchy of students' concepts of number. This research uses two defining cognitive structures of the number sequences--units coordination and the splitting operation--to model middle-grades students' abilities to write linear equations representing the multiplicative relationship between two unknowns. Results…
Descriptors: Middle School Students, Mathematics Instruction, Algebra, Thinking Skills
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Ziegler, Esther; Edelsbrunner, Peter A.; Star, Jon R. – Journal of Educational Psychology, 2019
Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical…
Descriptors: Interference (Learning), Difficulty Level, Algebra, Mathematics Instruction
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Hurst, Chris; Linsell, Chris – European Journal of STEM Education, 2020
This small study sought to determine students' knowledge of multiplication and division and whether they are able to use sets of bundling sticks to demonstrate their knowledge. Manipulatives are widely used in primary and some middle school classrooms, and can assist children to connect multiplicative concepts to physical representations.…
Descriptors: Mathematics Skills, Thinking Skills, Knowledge Level, Problem Solving
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Askew, Mike – Curriculum Journal, 2018
This paper examines a problem described as widespread and long-standing in mathematics education: supporting pupils into multiplicative reasoning, a form of reasoning that has been noted as central to large tracts of secondary mathematics and beyond. Also noted, however, is a persistent perception of multiplicative situations only in terms of…
Descriptors: Mathematics Education, Multiplication, Mathematical Logic, Mathematical Concepts
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Askew, Mike; Venkat, Hamsa; Mathews, Corin; Ramsingh, Valerie; Takane, Thulelah; Roberts, Nicky – South African Journal of Childhood Education, 2019
Background: Given the context of low attainment in primary mathematics in South Africa, improving learners' understanding of multiplicative reasoning is important as it underpins much of later mathematics. Aim: Within a broader research programme aiming to improve Foundation Phase (Grades 1-3, 7-9-year-olds) learners' mathematical performance, the…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Mathematics, Mathematics Instruction
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Jorgensen, Cody; Smith, Amy; Tzur, Ron; Johnson, Heather L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
We address the question: How can a student's conceptual transition, from attending only to singleton units (1s) given in multiplicative situations to distinguishing composite units made of such 1s, be explained? We analyze a case study of one fourth grader (Adam, a pseudonym) during the course of a video recorded cognitive interview. Adam's case…
Descriptors: Multiplication, Thinking Skills, Mathematics Instruction, Mathematical Concepts
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