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Irving Aarón Díaz-Espinoza; José Antonio Juárez-López; Isaias Miranda – Journal on Mathematics Education, 2024
This report delineates the outcomes of an intervention conducted with in-service high school educators, focusing on elucidating three distinct scenarios within geometric and arithmetic domains: the infinitely large, infinitely numerous, and infinitesimally close. Grounded in the theoretical framework of conceptual change, it is posited that when…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teaching Methods, Intervention
Rhodes, Lori St. Clair – ProQuest LLC, 2022
This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students'…
Descriptors: Grade 1, Elementary School Students, Knowledge Level, Addition
Characterizing Reasoning about Fraction Arithmetic of Middle Grades Teachers in Three Latent Classes
Ölmez, Ibrahim Burak; Izsák, Andrew – Mathematical Thinking and Learning: An International Journal, 2021
We analyzed item responses provided by a nationwide sample of 990 in-service U.S. middle grades mathematics teachers to a novel survey focused on fraction arithmetic. The survey targeted four components of reasoning in terms of measured quantities: "Referent units," "Reversibility," "Partitioning and iterating," and…
Descriptors: Fractions, Arithmetic, Mathematics Instruction, Teaching Methods
Yildiz, Pinar; Yetkin Özdemir, I. Elif – Journal of Pedagogical Research, 2021
Teacher knowledge is particularly important in middle school mathematics to enhance the meaningful transition from arithmetic to algebra. Developing a solid understanding of algebra requires teachers to unpack the meaning underlying the basic concepts, make clear and explicit distinctions among concepts, and facilitate students to connect these…
Descriptors: Algebra, Mathematics Instruction, Middle School Teachers, Mathematics Teachers
Iwuanyanwu, Paul Nnanyereugo – Mathematics Teaching Research Journal, 2021
The way mathematics teaching and learning activities are presented to learners can make them hate or like the subject. The question of accomplishing the mathematics education of the learner from primary to post-secondary school levels is one which necessarily tasks, not only the teacher's stock of mathematical knowledge but also his skill, his…
Descriptors: Teaching Methods, Learning Processes, Mathematics Instruction, Learning Activities
Tzur, Ron; Johnson, Heather L.; Hodkowski, Nicola M.; Nathenson-Mejia, Sally; Davis, Alan; Gardner, Amber – Australian Primary Mathematics Classroom, 2020
Children learn to find answers when multiplying two whole numbers (e.g., 3 × 7 = 21). To this end, they may repeatedly add one number (e.g., 7 + 7 + 7 = 21). But what meanings do they have for multiplication? The authors address this issue while sharing an innovative, playful task called Please Go and Bring for Me (PGBM). Drawing on the…
Descriptors: Mathematical Concepts, Concept Formation, Multiplication, Mathematics Instruction
Kaur, Berinderjeet – ZDM: The International Journal on Mathematics Education, 2019
The goal of this paper is to present a succinct consolidation of the why, what and how of the 'Model' method as there is a lack of such documentation for researchers, practitioners and policy makers thus far. The 'Model' method is a tool for representing and visualising relationships when solving whole number arithmetic (WNA) word problems. The…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Problem Solving
Cooper, Jason – ZDM: The International Journal on Mathematics Education, 2019
Teachers and mathematicians hold different perspectives on the teaching and learning of whole number arithmetic. Though these perspectives may be complementary, sharing them across communities is challenging. An unusual professional development course for primary school teachers, initiated and taught by research mathematicians, provided a setting…
Descriptors: Professional Personnel, Elementary School Mathematics, Elementary School Teachers, Numbers
Mix, Kelly S., Ed.; Battista, Michael T., Ed. – Research in Mathematics Education, 2018
This unique volume surveys recent research on spatial visualization in mathematics in the fields of cognitive psychology and mathematics education. The general topic of spatial skill and mathematics has a long research tradition, but has been gaining attention in recent years, although much of this research happens in disconnected subfields. This…
Descriptors: Mathematics Education, Mathematics Instruction, Spatial Ability, Problem Solving
Altiparmak, Kemal – International Journal of Research in Education and Science, 2016
Soroban abacus training is called as mental arithmetic training in our country. It is known for mental arithmetic to increase the ability of four mode operations. Besides this, how is the situation for the students which are having Soroban abacus training in the terms of problem solving abilities, creativity, development of concepts, attraction…
Descriptors: Foreign Countries, Arithmetic, Mathematics Instruction, Mathematics Teachers
Andrews, Paul; Sayers, Judy – Mathematics Teaching, 2011
In this article, the authors share a European perspective on teaching linear equations in Finland, Flanders, and Hungary. They begin with an assertion that it is through observation, in its broadest sense, and opportunities for participation, that people assimilate themselves into the culture in which they are raised. They discuss three approaches…
Descriptors: Foreign Countries, Equations (Mathematics), Algebra, Mathematics Instruction
Lester, Frank – National Council of Teachers of Mathematics, 2010
How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…
Descriptors: Mathematics Education, Elementary School Teachers, Educational Research, Theory Practice Relationship
Grant, Theresa J.; And Others – 1994
This study investigated the effect on teachers of observing or implementing an alternative form of instruction in a primary-grade arithmetic class. Under consideration were the relationships between the beliefs teachers held about mathematics and about teaching mathematics, and their recognition and internalization of the principles of the…
Descriptors: Arithmetic, Educational Change, Educational Innovation, Elementary School Teachers
Urbana School District 116, IL. – 1975
This second progress report on the Webber School evaluation project in Urbana, Illinois, outlines radical changes which were implemented to humanize the school environment and to reverse the downward trend in academic achievement. Also described are the general evaluation plan used in the Urbana school district, and the design and instruments used…
Descriptors: Arithmetic, Elementary Education, Evaluation Methods, Formative Evaluation
Boston Public Schools, MA. – 1966
MOST OF THIS EVALUATION CONSISTS OF APPENDIXES TO A SUMMARY OF THE EVALUATION REPORTS OF THE VARIOUS PARTICIPANTS IN THE PROGRAM. PRINCIPALS REPORTED ON ASSEMBLIES, PARENT INVOLVEMENT, COMMUNITY INVOLVEMENT, AND LAY ADVISORY COMMITTEES. SCHOOL ADJUSTMENT COUNSELORS FOUND PROGRESS MADE TOWARD BETTER HOME-SCHOOL RELATIONSHIPS. TEACHERS NOTED…
Descriptors: Academic Achievement, Achievement Tests, Aptitude Tests, Arithmetic
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