The rapid growth of the offer of available educational resources raises the issue of their appropriation by teachers. Although the term appropriation is widely used in mathematics education research, there is no clear conceptualization allowing researchers to understand the processes involved. In this paper, we attempt to fill this gap by…

These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place…

This second edition of the bestselling book "The Young Child and Mathematics" reflects recent developments in math education in a wealth of vignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Using standards and guidelines from the National Council of Teachers of Mathematics…

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

Algorithms for the four basic operations on whole numbers are described; these algorithms provide for sequential recording of all steps in the operations. (SD)

This monograph attempts to provide the teacher with examples, techniques, and tips for developing order in number. Topics covered include pre-number order and classification; beginning number activities; number lines; the 100-square counting chart; ordering the integers; fractional numbers; and games, counting rhymes, and other activities. A…

Early experience with grouping objects is valuable for later understanding of and work with place value, division, and multiplication. Examples are drawn from the Developing Mathematical Processes Curriculum Project at the Wisconsin Research and Development Center for Cognitive Learning. (RS)

Some methods for teaching fractions are presented. (DT)

Four reasons for teaching fractions to children are discussed. (DT)

The authors recommend introducing complex numbers by first studying the integers modulo seven. (SD)

These syllabuses for K-6 were written, evaluated, and revised by a team of writers from the Orange County Science Education Improvement Project (OCSEIP). OCSEIP is a cooperative enterprise undertaken by the University of California (Irvine), California State College at Fullerton, the Orange County Schools Office, and local districts throughout…

An approach to the teaching of division of fractions is described. Diagrams illustrating the division process are provided. (SD)

The author describes a technique for teaching various aspects of the subtraction algorithm (e.g., regrouping, borrowing) by relating them to the use of money. (SD)