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Broumi, Said, Ed. – IGI Global, 2023
Fuzzy sets have experienced multiple expansions since their conception to enhance their capacity to convey complex information. Intuitionistic fuzzy sets, image fuzzy sets, q-rung orthopair fuzzy sets, and neutrosophic sets are a few of these extensions. Researchers and academics have acquired a lot of information about their theories and methods…
Descriptors: Theories, Mathematical Logic, Intuition, Decision Making
Vasilyeva, Marina; Laski, Elida V.; Veraksa, Aleksander; Bukhalenkova, Daria – Journal of Educational Psychology, 2021
Elementary school mathematics instruction aims to develop children's understanding of both numerical and spatial mathematics--two key areas of mathematical learning. The present study explored how learning within one of these areas may impact the other. Specifically, it investigated whether a measurement-to-number intervention designed to increase…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Kindergarten, Young Children
Steinke, Dorothea A. – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2017
Community college developmental math students (N = 657) from three math levels were asked to place five whole numbers on a line that had only endpoints 0 and 20 marked. How the students placed the numbers revealed the same three stages of behavior that Steffe and Cobb (1988) documented in determining young children's number sense. 23% of the…
Descriptors: Developmental Programs, Community Colleges, College Mathematics, Remedial Mathematics
Lin, Yung-Chi; Yang, Der-Ching; Li, Mao-Neng – EURASIA Journal of Mathematics, Science & Technology Education, 2016
A web-based two-tier test (WTTT-NS) which combined the advantages of traditional written tests and interviews in assessing number sense was developed and applied to assess students' answers and reasons for the questions. In addition, students' major misconceptions can be detected. A total of 1,248 sixth graders in Taiwan were selected to…
Descriptors: Misconceptions, Number Concepts, Numbers, Number Systems
Earnest, Darrell – Cognition and Instruction, 2015
This article reports on students' problem-solving approaches across three representations--number lines, coordinate planes, and function graphs--the axes of which conventional mathematics treats in terms of consistent geometric and numeric coordinations. I consider these representations to be a part of a "hierarchical representational…
Descriptors: Problem Solving, Mathematics Instruction, Graphs, Numbers
Hodkowski, Nicola M.; Gardner, Amber; Jorgensen, Cody; Hornbein, Peter; Johnson, Heather L.; Tzur, Ron – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this paper we examine the application of Tzur's (2007) fine-grained assessment to the design of an assessment measure of a particular multiplicative scheme so that non-interview, good enough data can be obtained (on a large scale) to infer into elementary students' reasoning. We outline three design principles that surfaced through our recent…
Descriptors: Elementary School Students, Mathematics Instruction, Multiplication, Thinking Skills
Zorin, Barbara; Hunsader, Patricia D.; Thompson, Denisse R. – Teaching Children Mathematics, 2013
This article shows how to modify classroom evaluation items to avoid four potential difficulties that limit a teacher's insight into students' mathematical understanding by addressing these issues: (1) poor choice of numbers; (2) implausible or inappropriate contexts; (3) inclusion of graphics that do not help make learning visible; and…
Descriptors: Evaluation Methods, Student Evaluation, Mathematics Instruction, Mathematical Concepts
Träff, Ulf; Skagerlund, Kenny; Olsson, Linda; Östergren, Rickard – British Journal of Educational Psychology, 2017
Background: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. Aims: The purpose was to examine whether…
Descriptors: Adolescents, Females, Arithmetic, Mathematics Skills
Hunt, Jessica – Australian Primary Mathematics Classroom, 2015
In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.
Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Teaching Methods
Clark, Amy; Henderson, Peter; Gifford, Sue – Education Endowment Foundation, 2020
"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…
Descriptors: Mathematics Skills, Young Children, Early Childhood Education, Teaching Methods
Montague-Smith, Ann; Price, Alison – Routledge, Taylor & Francis Group, 2012
This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…
Descriptors: Mathematics Education, Early Childhood Education, Language Acquisition, Mathematics Instruction
Seethaler, Pamela M.; Fuchs, Lynn S.; Star, Jon R.; Bryant, Joan – Learning and Individual Differences, 2011
The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n=688) were assessed on incoming whole-number calculation skill, language, nonverbal…
Descriptors: Numbers, Short Term Memory, Concept Formation, Grade 5
Weitz, Maria; Venkat, Hamsa – Perspectives in Education, 2013
Annual National Assessment (ANA) performance in Mathematics across the primary grades in South Africa indicates a decrease in mean performance across Grades 1-6. In this paper, we explore the apparently high performance in Grade 1 through a comparative investigation of learner responses on two assessments: the Grade 1 ANA taken in February 2011 by…
Descriptors: Foreign Countries, Mathematics Instruction, Elementary School Mathematics, Mathematics Achievement
Bartell, Tonya Gau, Ed.; Bieda, Kristen N., Ed.; Putnam, Ralph T., Ed.; Bradfield, Kenneth, Ed.; Dominguez, Higinio, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
The theme of this year's conference is "Critical Responses to Enduring Challenges in Mathematics Education." The theme of this year's conference invites mathematics education scholars to reflect upon and critically respond to enduring challenges in teaching and learning mathematics for all students. To ignite discussion within the field,…
Descriptors: Mathematics Education, Barriers, Conferences (Gatherings), Mathematical Concepts
Farran, Dale C.; Wilson, Sandra Jo – Peabody Research Institute, 2014
Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers' achievement, self-regulation, and social behavior are reported. Sixty classrooms with four-year-old children (N=877) were assigned to implement either the Tools curriculum (N=32 classrooms; 498 children) or the usual pre-k…
Descriptors: Randomized Controlled Trials, Spelling, Phoneme Grapheme Correspondence, Metacognition