This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and…

Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…

Design and results of an investigation attempting to analyze and improve children's solution processes in elementary addition and subtraction problems are described. As background for the study, a conceptual model was developed based on previous research. One dimension of the model relates to the characteristics of the tasks (numerical versus word…

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…

Compares two experimental programs for teaching mental addition and subtraction in the Dutch second grade (N=275). Discusses realistic program design (RPD) and gradual program design (GPD). Concludes that RPD pupils show a more varied use of solution procedures than GPD pupils. Contains 46 references. (Author/ASK)

In the foreword to this book, Inhelder states that its essential contribution is that "it transposed to actual reality Piaget's central epistemological thesis according to which mathematical thought is, from its most elementary manifestations, the product of the subject's activity that he characterized by the term 'reflective…

Investigates issues of conceptual understanding in teaching and learning mathematics provided conceptually based instruction on place value and two-digit addition and subtraction without regrouping in four first grade classrooms. Conventional textbook-based instruction was provided in two first grade classrooms. Experimental-group students scored…

Traditional methods of teaching addition include algorithms that involve right-to-left procedures. This article describes efficient procedures for left-to-right addition and subtraction involving computation and computational estimation that reflect children's natural behaviors observed during activities with unifix cubes. (MDH)

Some research on the learning of mathematics and on learning in general suggests that students may acquire knowledge more efficiently when presented with worked examples rather than the traditional lecture-and-then-practice format. Good worked examples may facilitate the development of mathematical schemata, while a means-end approach may retard…

Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or…