It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the…

Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used…

This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis.…

A mathematical mnemonic is a visual cue or verbal strategy that is used to aid initial memorisation and recall of a mathematical concept or procedure. Used wisely, mathematical mnemonics can benefit students' performance and understanding. Explorations into how mathematical mnemonics work can also offer students opportunities to engage in proof…

The "Making Meaning for Operations Casebook" was developed as the key resource for participants' Developing Mathematical Ideas seminar experience. The twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session's investigation of specific…

In this study, we describe the methodology used to identify and validate a set of expert-defined fraction subtraction related attributes. These attributes are expected to be mastered by 6th grade students toward proficiency in fraction subtraction. This research argues and demonstrates that state standards guiding subject instruction plays an…

Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number…

In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on…

This paper investigates how the selected three East Asian countries--Japan, Korea, and Taiwan-- introduce and develop ideas related to fractions and fraction addition and subtraction compared to the Common Core State Standards of Mathematics and EngageNY. Looking at curricular approaches used across countries can provide a better picture of what…

When solving mathematical problems, many students know the procedure to get to the answer but cannot explain why they are doing it in that way. According to Skemp (1976) these students have instrumental understanding but not relational understanding of the problem. They have accepted the rules to arriving at the answer without questioning or…

The transition from whole numbers to integers involves challenges for both students and teachers. Leadership in mathematics education calls for an ability to translate depth of understanding into effective teaching methods, and this landscape includes alternative treatments of familiar topics. Noting the multiple meanings associated with the…

This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…

The data used for the qualitative analysis reported here were generated as part of a larger study to understand and characterize teacher practice related to engaging students in algorithmic thinking associated with the fraction operations of addition, subtraction, multiplication and division. This paper presents ways in which teachers used…

The slow learner is defined as a student whose IQ falls between 75 and 90 or who ranks below the thirtieth percentile of the student population in mathematical achievement. His characteristics and special needs are discussed in some detail. A presentation of selected methods and techniques for instructing slow learners to add and subtract…

The author urges that subtraction be introduced by "taking away" rather than by equal addition; multiplication be first demonstrated in sets; division be understood as sharing; and unit fractions be denoted at first by using the written word for denominator. (MN)