Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 6 |
| Since 2016 (last 10 years) | 15 |
| Since 2006 (last 20 years) | 23 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 2 |
| Teachers | 2 |
| Students | 1 |
Location
| Canada | 31 |
| United Kingdom | 5 |
| United States | 5 |
| Australia | 2 |
| Brazil | 2 |
| France | 2 |
| Italy | 2 |
| Turkey | 2 |
| Argentina | 1 |
| Belgium | 1 |
| Canada (Montreal) | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMarta K. Mielicki; Eric D. Wilkey; Daniel A. Scheibe; Charles J. Fitzsimmons; Pooja G. Sidney; Elien Bellon; Andrew D. Ribner; Mojtaba Soltanlou; Isabella Starling-Alves; Ilse Coolen; Daniel Ansari; Clarissa A. Thompson – Grantee Submission, 2023
Math performance is negatively related to math anxiety (MA), though MA may impact certain math skills more than others. We investigated whether the relation between MA and math performance is affected by task features, such as number type (e.g., fractions, whole numbers, percentages), number format (symbolic vs. nonsymbolic), and ratio component…
Descriptors: Mathematics Anxiety, Numbers, Number Concepts, Computation
Emily Pope; Jennifer Mitton – in education, 2024
This paper focuses on how Inuit students responded to a Southern mathematics teaching strategy, known as number talks, in a Nunavut elementary school. Research on the effectiveness of number talks has been conducted in the elementary context (Boaler, 2015; Murata et al., 2017), yet there is little research that focuses on Inuit students'…
Descriptors: Foreign Countries, Eskimos, Canada Natives, Elementary School Mathematics
Download full textLeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Sowinski, Carla; Cankaya, Ozlem – Journal of Numerical Cognition, 2022
What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children's ability to map small quantities to spoken number words supports their developing exact…
Descriptors: Numeracy, Mathematics Skills, Numbers, Number Concepts
Egan J. Chernoff – Canadian Journal of Science, Mathematics and Technology Education, 2023
On the lookout for and with a vested interest in Canadian mathematics education matters, this article is dedicated to hockey cards. More specifically, the statistics found on the back of hockey cards. The combination of taking a trip down memory lane, thrifting in British Columbia, traipsing around Toronto, and having coffee (one cream) at Tim…
Descriptors: Statistics, Team Sports, Numbers, Foreign Countries
Kajander, Ann; Lovric, Miroslav – Canadian Journal of Science, Mathematics and Technology Education, 2018
This study traces curricular support for concepts related to infinity and division by zero, in both elementary and secondary mathematics curriculum documents in our province. It was motivated by results of our previous and ongoing work related to transition to post-secondary studies in mathematics, in which we identified consistent gaps and…
Descriptors: Mathematics Curriculum, Mathematics Instruction, Foreign Countries, Arithmetic
Lau, Nathan T. T.; Merkley, Rebecca; Tremblay, Paul; Zhang, Samuel; De Jesus, Stefanie; Ansari, Daniel – Developmental Psychology, 2021
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math…
Descriptors: Kindergarten, Symbols (Mathematics), Mathematics Instruction, Predictor Variables
Tosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
Arias de Sanchez, Gabriela; Gabriel, Martha A.; Anderson, Ann; Turnbull, Miles – Education Sciences, 2018
New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void.…
Descriptors: Code Switching (Language), Teaching Methods, Number Concepts, Numbers
Lafay, Anne; St-Pierre, Marie-Catherine; Macoir, Joël – Journal of Learning Disabilities, 2017
Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a…
Descriptors: Learning Disabilities, Grade 3, Elementary School Students, Foreign Countries
Pecaski McLennan, Deanna – Mathematics Teacher: Learning and Teaching PK-12, 2022
The author reflects on using the language of mathematics to explore the many different cultures represented in their kindergarten class population. A student demonstrating counting in Mandarin became the catalyst for a month-long inquiry into researching how numbers look and sound in dozens of different languages. Throughout this experience,…
Descriptors: Mathematics Instruction, Language Usage, Teaching Methods, Mandarin Chinese
Nicoladis, Elena; Marentette, Paula; Pika, Simone; Barbosa, Poliana Gonçalves – Language Learning and Development, 2018
These studies tested two questions about the developmental origins of children's sensitivity to iconicity with regard to number gestures: (1) whether children initially learn number gestures with sensitivity to the one-to-one correspondence between fingers and quantities or whether they learn them as unanalyzed symbols; and (2) whether sensitivity…
Descriptors: Language Acquisition, Child Development, Cognitive Development, French
González-Martín, Alejandro S. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
Our research focuses on the learning of series as a consequence of institutional choices for their teaching. Our analyses of textbooks and teaching practices led us to conjecture the existence of some implicit contract rules in the teaching of series: in particular, the teaching of series is made almost exclusively in the algebraic setting, with…
Descriptors: Numbers, Visual Aids, Mathematics Instruction, Calculus
Piatt, Carley; Coret, Marian; Choi, Michael; Volden, Joanne; Bisanz, Jeffrey – Journal of Psychoeducational Assessment, 2016
Tablet computers (tablets) are positioned to be powerful, innovative, effective, and motivating research and assessment tools. We addressed two questions critical for evaluating the appropriateness of using tablets to study number-line estimation, a skill associated with math achievement and argued to be central to numerical cognition. First, is…
Descriptors: Comparative Analysis, Performance, Preferences, Numbers
Sedaghatjou, Mina; Campbell, Stephen R. – International Journal of Mathematical Education in Science and Technology, 2017
This paper explores how a young child (56 m) builds an understanding of the cardinality principle through communicative, touchscreen-based activities involving talk, gesture and body engagement working via multimodal, touchscreen interface using contemporary mobile technology. Drawing upon Nemirovsky's perceptuomotor integration theoretical lens…
Descriptors: Manipulative Materials, Phenomenology, Preschool Children, Mathematics Instruction
Gauthier, N. – International Journal of Mathematical Education in Science and Technology, 2011
Four different families of linear recurrences are derived for Catalan numbers. The derivations rest on John Riordan's 1973 generalization of Catalan numbers to a set of polynomials. Elementary differential and integral calculus techniques are used and the results should be of interest to teachers and students of introductory courses in calculus…
Descriptors: Introductory Courses, Numbers, Number Concepts, Calculus
