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Direct linkBarbieri, Christina Areizaga; Booth, Julie L.; Chawla, Kamal – Educational Psychology, 2023
The current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles, procedures, and concepts of rational numbers to a curriculum focused on invented strategies improves pre-algebra students' fraction number line acuity, rational number concepts and procedures.…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Algebra
Jing Tian; David W. Braithwaite; Robert S. Siegler – Journal of Educational Psychology, 2021
This study investigated relations between the distribution of practice problems in textbooks and students' learning of decimal arithmetic. In Study 1, we analyzed the distributions of decimal arithmetic practice problems that appeared in 3 leading math textbook series in the United States. Similar imbalances in the relative frequencies of decimal…
Descriptors: Textbooks, Mathematics Instruction, Arithmetic, Problem Solving
Download full textSchiller, 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
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
Siegler, Robert S.; Im, Soo-hyun; Schiller, Lauren K.; Tian, Jing; Braithwaite, David W. – Grantee Submission, 2020
Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create…
Descriptors: Logical Thinking, Arithmetic, Numbers, Fractions
Peer reviewedDorgan, Karen – Teaching Children Mathematics, 1994
Analyzes three textbook series to find what meaningful learning experiences with fractions the books offer relative to modes of representation, pictorial models, qualitative reasoning, and students' informal knowledge of partitioning. Discusses implications for teacher use, including supplementation, teacher-support materials, alternative…
Descriptors: Concept Formation, Content Analysis, Elementary Education, Elementary School Mathematics
