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Liu, Qiushan; Braithwaite, David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Rational numbers are represented by multiple notations: fractions, decimals, and percentages. Whereas previous studies have investigated affordances of these notations for representing different types of information (DeWolf et al., 2015; Tian et al., 2020), the present study investigated their affordances for solving different types of arithmetic…
Descriptors: Fractions, Arithmetic, Mathematical Concepts, Affordances
Erik Jacobson – Investigations in Mathematics Learning, 2024
This study used units coordination as a theoretical lens to investigate how whole number and fraction reasoning may be related for preservice teachers at the conclusion of a math methods class. The study contributes quantitative evidence that units coordination provides a common foundation for both mathematical knowledge for teaching whole number…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Methods Courses
Bicknell, Brenda; Young-Loveridge, Jenny; Simpson, Jackie – Australian Primary Mathematics Classroom, 2017
A robust understanding of place value is essential. Using a problem-based approach set within meaningful contexts, students' attention may be drawn to the multiplicative structure of place value. By using quotitive division problems through a concrete-representational-abstract lesson structure, this study showed a powerful strengthening of Year 3…
Descriptors: Number Concepts, Arithmetic, Mathematics Instruction, Young Children
Moomaw, Sally – Teaching Children Mathematics, 2015
Skilled instructors observe consistent errors that young children may make in particular situations and seek ways to help children reform their thinking through conceptual understanding. Such teacher observations as those presented at the beginning of this article, combined with similar observations by teachers in other preschool and kindergarten…
Descriptors: Addition, Mathematical Concepts, Concept Teaching, Teaching Methods
Edwards, Michael Todd; Quinlan, James; Strayer, Jeremy F. – Teaching Children Mathematics, 2016
During the past few years, several of the authors have incorporated student problem posing as a regular instructional feature in their classrooms. When they offer their students the opportunity to construct their own problems, particularly during the course of an entire school year, they create many novel tasks. Student-created tasks not only…
Descriptors: Number Concepts, Mathematics, Mathematics Instruction, Addition
Critchett, John – Mathematics Teaching, 2011
The Fibonacci series has been studied since it was first described by Leonardo of Pisa--Fibonacci--in 1202. It begins with the sequence 1, 1, 2, 3, 5, 8... Each succeeding number is the sum of the previous two. In number theory courses, students are introduced to the concept of modulo arithmetic, sometimes called "clock" arithmetic. In modulo…
Descriptors: Number Concepts, Arithmetic, Theories, Numbers
Kreith, Kurt; Mendle, Al – Journal of Mathematics Education at Teachers College, 2013
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…
Descriptors: Numbers, Number Concepts, Mathematics, Mathematics Education
Tzur, Ron; Johnson, Heather L.; McClintock, Evan; Risley, Rachael – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
In this paper we articulate an approach, termed culturally-mathematically relevant pedagogy (CMRP), for fostering urban English language learners' mathematical progression. CMRP integrates three aspects, the use of (1) adaptive teaching to build on students' funds of knowledge for mathematics, (2) tasks that make sense to students given their…
Descriptors: Culturally Relevant Education, Mathematics Instruction, Teaching Methods, Cultural Background
Alaska Department of Education & Early Development, 2012
High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments.…
Descriptors: Academic Standards, State Standards, Mathematics Achievement, Mathematics Skills

Jacobs, Charles J. – Mathematics Teacher, 1971
Descriptors: Addition, Mathematical Concepts, Mathematical Enrichment, Mathematics

Berenson, Lewis – Arithmetic Teacher, 1974
Using various aspects of mathematical structure as unifying concepts is stressed. Specific examples are given based on the concept of equivalent fractions and on the addition property of equality. (LS)
Descriptors: Addition, Algorithms, Division, Elementary School Mathematics

Mauthe, Albert H. – Arithmetic Teacher, 1969
Descriptors: Addition, Arithmetic, Elementary School Mathematics, Instruction

Sherzer, Laurence – Arithmetic Teacher, 1969
Descriptors: Addition, Arithmetic, Elementary School Mathematics, Instruction
Eshun, Benjamin A. – 1984
The primary objective of this study was to provide an experimental model of children's representations of addition and subtraction concepts viewed as constructed schemes. How children with different counting schemes differ in their addition and subtraction concepts and how the types of problems children solve correlate with the addition and…
Descriptors: Addition, Computation, Educational Research, Elementary Education
Suydam, Marilyn N.; Weaver, J. Fred – 1970
Material included in this bulletin provides an overview of research studies which pertain to teaching addition and subtraction of whole numbers in the primary grades. The studies mentioned relate directly to the following questions: (1) What foundation for addition and subtraction do children have upon entering school? (2) What is the relative…
Descriptors: Addition, Arithmetic, Elementary School Mathematics, Instruction
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