Two exploratory studies assessed the effects of an intervention on the math problem solving of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first study, students were assessed on a visual task in a high stimulation classroom analog setting with and without the use of a fine motor activity. Results showed that the fine…

The aim of this paper is to investigate the ways in which the number line can function in solving mathematical tasks by first graders (6 year olds). The main research question was whether the number line functioned as an auxiliary means or as an obstacle for these students. Through analysis of the 32 students' answers it appears that the number…

Mathematics educators often fail to see that their subject has social and ethical dimensions. If anything, mathematics is seen as a neutral tool that has a social dimension only because it can be used to solve social problems. This study critically examines this idea by arguing that, although school mathematics is indeed a technology, technology…

Everyday, people face situations that call for adding, subtracting, multiplying, or dividing, and at least half of the time, these calculations are accomplished without the use of pen, paper, or calculators. Because figuring "in your head" is such an important life skill, it should have a regular role in classroom math teaching. This article…

In the simple one-dimensional random walk setup, a path is described as follows. Toss a coin. If the result is head, score +1 and move one step forward; otherwise score -1 and move one step backward. One is interested to know the position after a given number of steps. In this paper, once again a coin-tossing experiment is carried out. But this…

This article describes the teacher's role in promoting mathematical thinking and problem solving in the classroom--identifying critical teacher actions and decisions; considering how beliefs influence the teacher's actions and decisions; and suggesting implications for teachers and students.

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

"Creativity for a New Curriculum: 5-11" provides an account of what creativity really means in the context of children's learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of…

Describes learning difficulties students may have with the basic notions of linear algebra and three phases of abstraction. Discusses results of a program based on the abstraction process. (YP)

Parents are concerned about their children's math learning. Teachers are concerned about math teaching. When parents see what children are bringing home under the new curriculum, it is clear that their children are not working on the same mathematics that parents remember from the time when they were in school. But, the problem goes beyond grades…

This article presents an instructional approach to constructing discovery-oriented activities. The cornerstone of the approach is a systematically asked question "If a mathematical statement under consideration is plausible, but wrong anyway, how can one fix it?" or, in brief, "If not, what yes?" The approach is illustrated with examples from…

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance…

Research shows that mathematically gifted students learn differently from their same age group peers. They require curriculum to be differentiated to meet their specific learning styles (Johnson, 2000). Studies have shown that formal instruction in elementary school classrooms often lacks challenge for the gifted learner since courses in regular…

The benefits of multisensory instruction for teaching mathematics to students in resource rooms were explored. Participants were third and fourth graders (n = 12) in 3 resource rooms for replacement mathematics in a middle-class school district in New Jersey. The students received weekly instruction for several months, using manipulatives and word…

This article focuses on the ways in which four eighth-grade girls, each with varying levels of algebraic understanding, share ideas, debate, and gradually move toward generalizations inherent in the "Painted Cube" problem. The intent of this article is to examine how students move to progressive formalization and to provide insights into the ways…