The aim of this study was to determine how 5-year-old children identified the functional relationship of correspondence, and whether or not they generalized when working on a task that involved programmable robots. We conducted this study with 15 children (9 girls and 6 boys) in their last year of preschool education. The study was designed around…

The Van Hiele model of geometric reasoning establishes five levels of development, from level 1 (visual) to level 5 (rigor). Despite the fact that this model has been deeply studied, there are few research works concerning the fifth level. However, there are some works that point out the interest of working with activities at this level to promote…

Computational thinking (CT) is becoming increasingly important as a learning content. Subject-integrated approaches aim to develop CT within other subjects like mathematics. The question is how exactly CT can be integrated and learned in mathematics classrooms. In a case study involving 12 sixth-grade learners, CT activities were explored that…

This article reports on an empirical study that investigates the way students' performance in solving arithmetical tasks may be related to their performance in solving algebraic tasks. The sample consisted of 203 Grade 6 students. The arithmetical tasks involved arithmetical expressions with known quantities, whereas the algebraic tasks involved…

This study identifies characteristics of polygon class learning opportunities for 8-9-year-old children during the whole-class instruction. We consider the interplay between the geometrical tasks demanding different ways of reasoning, features of children's geometrical thinking, and the teacher's moves to identify characteristics of learning…

This paper is part of broader research being conducted in the area of algebraic thinking in primary education. Our general research objective was to identify and describe generalization of a 2nd grade student (aged 7-8). Specifically, we focused on the transition from arithmetic to algebraic generalization. The notion of structure and its…

Including systems thinking in science education helps students understand the complex global problems of the present era. The study aimed to trace and evaluate the system thinking (ST) skills in K-8 science curricula, with a focus on sustainability-related subjects and units. Firstly, the authors reviewed the related literature on the systems…

This study describes how 24 third graders (8-9 years old) relate and represent the relationships between variables when working with a functional thinking problem. This aspect contributes to providing insights about how elementary school students attend properties and relationships between covarying quantities rather than isolated computations.…

Because teachers' instructional practices are fundamental to the development of scientific reasoning ability, it is important that teachers become proficient in scientific reasoning. With such a premise, the study examined the scientific reasoning ability of teacher educators, schoolteachers, and prospective teachers in a province in Ethiopia. The…

Limited research has been conducted on the influence of computational thinking (CT) dispositions on students' mathematics performance and engagement at the secondary or junior high school level. This study aims to bridge this research gap by developing CT-integrated mathematics lessons that incorporate CT-focused problem-solving and modeling in…

This qualitative case study investigated how computational models can help students engage in scientific practice and influence their emotional, epistemic, and conceptual aspects. Twenty-four sixth-graders were guided to conduct scientific practices as they predicted and modified the computational models on food web using StarLogo Nova. Three…

We report on a teacher development program aimed at improving mathematics teaching and learning from grades 5-9. The 18-month largely online program arose from a partnership of mathematics education researchers, mathematicians, physicists, and nine school districts. The program employed functions as a lens to reinterpret and interconnect content…

Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a…

Previous research has shown that students form fragmented understandings about variability even after instruction and that these primitive notions function as obstacles to a robust understanding of variability. To investigate the effect of disruptions to students' primitive notions of variability, we examined undergraduate students' reasoning…

It is difficult for mathematics teachers to find and utilize relevant historical content for their students. In this study, we aimed to examine how prospective mathematics teachers (PMTs) evaluate the history of mathematics (HM) in curriculum resources and how they integrate the HM into lesson plans. We collected data through PMTs' evaluation…