Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes…

In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about…

In this study, ways in which problem posing activities aid our understanding of children's learning of addition of unlike fractions and product of proper fractions was examined. In particular, how a simple problem posing activity helps teachers take a second, deeper look at children's understanding of fraction concepts will be discussed. The…

This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that…

Focusing on sports-oriented themes, activities that present computation and problem-solving examples that involve fractions, decimals, and percent are discussed. Worksheet masters suitable for duplication for classroom use are provided. (MP)

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

Discusses procedures used throughout history to solve fractional and decimal divisor problems. Early rules and definitions, approaches in mathematics and methods books, "new math" approaches, research findings, and recent textbook procedures are included. Concludes by presenting nine recommendations for teaching the operation. (DH)

More work with fractions needs to be done in the elementary school, with emphasis on concepts rather than computational algorithms. (MP)

This document is the final report of the Regional Training Workshop for the Development of Materials for Mathematics Education in Asia and the Pacific, using a problem-solving approach. The workshop was committed to identifying materials which are readily available at low cost, in sufficient quantities to be used by children in classrooms in any…

The idea that studying part-whole number relationships can foster a better understanding of number concepts, addition, subtraction, fractions, decimals, ratios, and percentages depending on the age of the student is discussed. Activities that incorporate number relationships and representations are presented. (KR)

Discusses the two overgeneralizations "multiplications makes bigger" and "division makes smaller" in the context of solving word problems involving rational numbers less than one. Presents activities to help students make sense of multiplication and division in these situations. (MDH)

Examined the thinking of students who constructed personal knowledge about division of fractions. Mixed-ability fifth grade mathematics students used pictures, symbols, and words to resolve situations and communicate solutions. All strategies that the students used represented some manifestation of conceptual knowledge about addition and…

Features activities based on a theme that is usually associated with a particular month. (Author/YDS)

Poses the Fractionberry Pie problem to teach students fractions. (Author/NB)