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Teaching Addition and Subtraction Operations with Schematic Place-Value Learning Aids & the Impact on Arithmetic Competency
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Kyriakidou-Christofidou, Athina – ProQuest LLC, 2016
The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and…
Descriptors: Statistical Analysis, Mixed Methods Research, Quasiexperimental Design, Intervention
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries
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Charalambous, Charalambos Y.; Delaney, Sean; Hsu, Hui-Yu; Mesa, Vilma – Mathematical Thinking and Learning: An International Journal, 2010
In this paper, we report on a comparison of the treatment of addition and subtraction of fractions in primary mathematics textbooks used in Cyprus, Ireland, and Taiwan. To this end, we use a framework specifically developed to investigate the learning opportunities afforded by the textbooks, particularly with respect to the…
Descriptors: Textbooks, Foreign Countries, Comparative Analysis, Subtraction
Examples in Textbooks: Examining Their Potential for Developing Metacognitive Knowledge
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Mesa, Vilma – MathAMATYC Educator, 2010
Textbooks, like many other resources teachers have at hand, are meant to be an aid for instruction; however there is little research with textbooks or on their potential to develop metacognitive knowledge. Metacognitive knowledge has received substantial attention in the literature, in particular for its relationship with problem-solving in…
Descriptors: Mathematics Education, Textbooks, Metacognition, Problem Solving