The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of "quality" instructional materials is a well-recognised component of effective…

In this paper, we share about specific tenets of joy in mathematics and conditions for supporting joy. A pair of students, Julia and Javier, young Latinx mathematicians in Grades 3 and 4 respectively, participated in a study that involved addition and subtraction with negative integers within game play. Drawing on descriptions of joy and…

Generalizing patterns is an important feature of algebraic reasoning that is accessible to students across grade-levels because it connects their numerical reasoning to algebraic reasoning. In this article, the authors describe how teachers can use the game Crack the Code to introduce generalizing to their students or can extend students'…

We present a typology for characterizing online student-facing mathematics platforms that examines how they position students as learners, exemplified by 9 commonly used platforms. We identify three types of student learning experiences: instruction and practice, practice and support, and conceptual games and activities, and describe each one in…

In this article, the author describes how to help develop students' conceptual understanding of fractions through the tactical card-based game Nearest to One. Nearest to One promotes number-sense based strategies for comparing fractions, such as benchmarking (e.g., Is the fraction greater or less than one-half?) and building to the next whole,…

The aim of this study was to investigate the effects of modelling, collaborative and game-based learning on geometry success in third-grade students. These approaches were applied to geometry instruction in nature on the success of students in geometry. The students' views about geometry activities were also examined. Explanatory design, one of…

The goal of the current study was to contribute to our emergent understanding of whether and how particular types of digital games can support student learning and engagement. We focused on commercially available educational apps that focused on similar content (fraction comparison and equivalence) but represented extremes in how game-like they…

Benchmarking is an important strategy for comparing the size of fractions. In addition, knowing whether a given fraction is greater or less than a particular benchmark (e.g., one-half) can support students with accurately locating the fraction on a number line. This article offers a game-based activity that engages students in discussions around…

When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities.…

This study aims to investigate how set model can help students' understanding of addition of integers in fourth grade. The study has been carried out to 23 students and a teacher of IVC SD Iba Palembang in January 2015. This study is a design research that also promotes PMRI as the underlying design context and activity. Results showed that the…

Providing students with an opportunity to explore mathematical content through games allows teachers to include tasks that: (1) present alternative representations of the content; (2) welcome various expressions of mathematical reasoning; and (3) incorporate variations that empower all students to engage in the problem solving process. Games not…

This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning…

Linear board games have shown great promise as tools to teach whole number concepts (Ramani & Siegler, 2008), but little is known about their utility for supporting negative integer concepts. This study sought to extend the use of linear board games to teach integer concepts. Forty-eight first graders (ages 6-7) counted along an integer board…

Several previous researches showed that students had difficulty in understanding the basic concept of multiplication. Students are more likely to be introduced by using formula without involving the concept itself. This underlies the researcher to design a learning trajectory of learning multiplication using Permainan Tradisional Tepuk Bergambar…

A Chinese proverb suggests "Tell me and I'll forget; show me and I may remember; involve me and I'll understand." How to involve or engage today's learner is at the forefront of much educational research and was the impetus for the study reported herein. This study explored the perceptions of Year 4/5 students from nine separate schools…