Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some…

Cognitive model [CM] is the description of individual's problem-solving method on selected tasks at a precise level to make meaningful inference on his/her strengths and weaknesses. CM serves as a foundation in developing a cognitive diagnostic assessment [CDA] that links the interpretation of test score to the attributes. This study employed the…

This study examined preservice teachers' instruction of goals in specific learning domains in physical education class and students' interpretation of these goals. Four preservice physical education teachers (all male) from a large urban university taught two lessons to eight sixth-grade students at an urban K-6 elementary school. The theory of…

A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade…

Word problem solving skills include complex skills. Teaching word problem solving skills to students with disabilities is more difficult compared to their peers with typical development. Therefore, effective interventions need to be determined in order to teach these skills to students with disabilities. The purpose of this study is to analyze the…

Despite significant research exploring students' quantitative reasoning, few studies have explored the semiotic processes that mediate its development. In this report, we present a case study to show how one student constructed a semiotic chain for a quantity as he worked with a mathematical task. Importantly, we connect frameworks for…

Research related to the teaching and learning of the lunar phases reveals a low level of understanding of this astronomical phenomenon by most students of all educational levels. Therefore, there is a need to develop didactic materials to promote adequate comprehension of this phenomenon and which have been tried out in the classroom. Presented…

The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students' misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this…

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants…

According to the design principle of progressive schematization, learning trajectories towards procedural rules can be organized as independent discoveries when the learning arrangement invites the students first to develop models for mathematical concepts and model-based informal strategies; then to explore the strategies and to discover pattern…

The researchers conducted an exploratory, qualitative case study to describe a combination of mathematics teaching strategies for a sixth-grade student with high-functioning autism spectrum disorder as he engaged with sixth-grade level mathematics. The interventions utilised in this study combined the use of visual representations with a variation…

The aim of this study was to investigate the effects of the applying the cooperative learning model and the modeling based teaching method together in teaching the subjects "Matter and Heat" and "The Particle Structure and Properties of Matter" on students' academic achievement and science process skills. A quasi-experimental…

Practicing teachers as well as researchers, mathematicians, and teacher educators have offered opinions and theoretical critiques of the multiple models used to teach integer arithmetic. Few studies, however, have investigated what students learn with models or empirically compared affordances and constraints of integer models. This led me to…

Recent research on children's conceptual and procedural knowledge has suggested that there are individual differences in the ways that children combine these two types of knowledge across a number of mathematical topics. Cluster analyses have demonstrated that some children have more conceptual knowledge, some children have more procedural…

This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a…