Mathematics interventions for struggling students supplement regular instruction and are frequently implemented through computer programs and activity sheet practice (Swanson et al. 2012). However, students with foundational misunderstandings do not benefit from additional drill and practice alone. Instead, interventions that balance concepts with…

This design study investigated the use of multiplication and division problems to help 5-year-old children develop an early understanding of multiplication and division. One teacher and her class of 15 5-year-old children were involved in a collaborative partnership with the researchers. The design study was conducted over two 4-week periods in…

With the adoption of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), many concepts related to area are covered in third grade: (1) Recognizing area as an attribute of a plane figure; (2) Understanding that a square with a side length of one is a unit square; (3) Measuring area by tiling figures and counting the squares it…

Developments in mathematics education tend to emphasize mathematics teaching with the help of activities that will allow the students to create these concepts rather than to make them memorize mathematical rules. The purpose of this study is to analyze the applicability of the application of multiplication with fingers developed by the researcher.…

Proportional reasoning as the capacity to compare situations in relative (multiplicative) rather than absolute (additive) terms is an important outcome of primary school mathematics. Research suggests that students tend to see comparative situations in additive rather than multiplicative terms and this thinking can influence their capacity for…

Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As…

This case study examined how a teacher's choice of numbers used in tasks designed to foster students' construction of a scheme for reasoning in multiplicative situations may afford or constrain their progression. This scheme, multiplicative double counting (mDC) is considered a significant conceptual leap from reasoning additively with units of…

This case study examined competence in two third-grade classrooms where teachers centered children's mathematical thinking in instructional decision-making. Offering a synthesis of sociocultural characterizations of competence, and drawing from a variety of data sources including classroom video, student work and assessments, and teacher…

Of the four mathematical operators, division seems to not sit easily for many learners. Division is often described as "the odd one out". Pupils develop coping strategies that enable them to "get away with it". So, problems, misunderstandings, and misconceptions go unresolved perhaps for a lifetime. Why is this? Is it a case of "out of sight out…

Designing and developing games for learning is a difficult endeavor. Educational game designers must not only make an engaging and motivating game, but must also ensure that learning takes place as a result of gameplay. Educational researchers have sought to define design principles in order to lessen the difficulty involved with game design. In…

Developing pre-service teachers' (PSTs') knowledge of pedagogical practices can be particularly challenging within university classrooms. Teacher educators are well placed to provide PSTs with theoretical perspectives on pedagogical practices; what is particularly challenging, however, is linking theory with practice and developing PSTs' breadth…

The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete-representational-abstract…

Dot arrays provide opportunities for students to notice structures like commutativity and distributivity, giving these properties an image that can be manipulated and explored. These images also connect to ways that we organize discrete objects in everyday life. This article describes how the authors developed an array of dot tasks that have been…

As students progress through elementary school, they encounter mathematics concepts that shift from additive to multiplicative situations (NCTM 2000). When they encounter fraction problems that require multiplicative thinking, they tend to incorrectly extend additive properties from whole numbers (Post et al. 1985). As a result, topics such as …

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to…