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Canobi, Katherine H.; Bethune, Narelle E. – Cognition, 2008
Three studies addressed children's arithmetic. First, 50 3- to 5-year-olds judged physical demonstrations of addition, subtraction and inversion, with and without number words. Second, 20 3- to 4-year-olds made equivalence judgments of additions and subtractions. Third, 60 4- to 6-year-olds solved addition, subtraction and inversion problems that…
Descriptors: Numbers, Computation, Subtraction, Arithmetic
Vula, Eda; Berdynaj, Lirika – Online Submission, 2011
This paper discusses the impact of action research methodology used in the teaching and learning process and professional teacher development. In this study are including 58 students of three second grade classes, 3 teachers of those classes and a university professor. Aiming at using a different approach in their teaching of multiplication and…
Descriptors: Action Research, Teacher Collaboration, Teacher Researchers, Elementary School Teachers
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Seethaler, Pamela M.; Fuchs, Lynn S. – Assessment for Effective Intervention, 2011
The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate…
Descriptors: Curriculum Based Assessment, Mathematics Achievement, Achievement Tests, Skill Analysis
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Jackson, Kara – Journal of the Learning Sciences, 2011
This article reports on an ethnographic study of a 10-year-old's pursuit of school-based mathematics across school and home to suggest that participating in school-based mathematics is a cross-setting phenomenon in at least 2 ways. First, I illustrate how accomplishing school-based mathematics literally extends into the home and how individuals…
Descriptors: Ethnography, Mathematics, Mathematics Instruction, Mathematics Education
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Watier, Nicholas N.; Lamontagne, Claude; Chartier, Sylvain – Journal of Statistics Education, 2011
The arithmetic mean is a fundamental statistical concept. Unfortunately, social science students rarely develop an intuitive understanding of the mean and rely on the formula to describe or define it. According to constructivist pedagogy, educators that have access to a variety of conceptualizations of a particular concept are better equipped to…
Descriptors: Foreign Countries, Educational Strategies, Constructivism (Learning), Social Sciences
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Navi, K.; Molahosseini, A. S.; Esmaeildoust, M. – IEEE Transactions on Education, 2011
The residue number system (RNS) has been an important research field in computer arithmetic for many decades, mainly because of its carry-free nature, which can provide high-performance computing architectures with superior delay specifications. Recently, research on RNS has found new directions that have resulted in the introduction of efficient…
Descriptors: Number Systems, Teaching Methods, Computer System Design, Computer Science Education
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Burroughs, Elizabeth A.; Yopp, David – Investigations in Mathematics Learning, 2010
This article investigates prospective elementary teachers' conceptions of the repeating decimal 0.999... Five students from a first-semester undergraduate course "Mathematics for Elementary School Teachers" were interviewed to ascertain their conceptions about the mathematical statement 0.999... = 1. All of the students indicated they do not…
Descriptors: Mathematics Education, Elementary School Teachers, Misconceptions, Preservice Teacher Education
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Cohen, Dale J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Participants' reaction times (RTs) in numerical judgment tasks in which one must determine which of 2 numbers is greater generally follow a monotonically decreasing function of the numerical distance between the two presented numbers. Here, I present 3 experiments in which the relative influences of numerical distance and physical similarity are…
Descriptors: Evidence, Reaction Time, Information Retrieval, Task Analysis
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Gilmore, Camilla K.; McCarthy, Shannon E.; Spelke, Elizabeth S. – Cognition, 2010
Children take years to learn symbolic arithmetic. Nevertheless, non-human animals, human adults with no formal education, and human infants represent approximate number in arrays of objects and sequences of events, and they use these capacities to perform approximate addition and subtraction. Do children harness these abilities when they begin to…
Descriptors: Mathematics Achievement, Symbols (Mathematics), Kindergarten, Arithmetic
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Vukovic, Rose K.; Lesaux, Nonie K.; Siegel, Linda S. – Learning and Individual Differences, 2010
Although many children with reading difficulty (RD) are reported to struggle with mathematics, little research has empirically investigated whether this is the case for different types of RD. This study examined the mathematics skills of third graders with one of two types of RD: dyslexia (n = 18) or specific reading comprehension difficulty (n =…
Descriptors: Reading Comprehension, Reading Difficulties, Dyslexia, Mathematics Skills
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Holland, Lucy; Low, Jason – British Journal of Developmental Psychology, 2010
Three experiments used dual-task suppression methodology to study the use of inner speech and visuospatial resources for mediating central executive performance by children with autism (CWA) and group-matched typically developing (TD) controls. Expt 1 revealed that CWA did not recruit inner speech to facilitate arithmetic task-switching…
Descriptors: Inner Speech (Subvocal), Autism, Short Term Memory, Visual Perception
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Farrington-Flint, Lee; Canobi, Katherine H.; Wood, Clare; Faulkner, Dorothy – British Journal of Developmental Psychology, 2010
Children's reasoning was examined within two educational contexts (word reading and addition) so as to understand the factors that contribute to relational reasoning in the two domains. Sixty-seven 5- to 7-year-olds were given a series of related words to read or single-digit addition items to solve (interspersed with unrelated items). The…
Descriptors: Multivariate Analysis, Thinking Skills, Problem Solving, Reading Ability
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Stigler, James W.; Givvin, Karen B.; Thompson, Belinda J. – MathAMATYC Educator, 2010
The nation is facing a crisis in its community colleges: more and more students are attending community colleges, but most of them are not prepared for college-level work. The problem may be most dire in mathematics. By most accounts, the majority of students entering community colleges are placed (based on placement test performance) into…
Descriptors: College Mathematics, Student Placement, Community Colleges, Algebra
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Gamo, Sylvie; Sander, Emmanuel; Richard, Jean-Francois – Learning and Instruction, 2010
Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word…
Descriptors: Experimental Groups, Control Groups, Semantics, Word Problems (Mathematics)
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Gebhardt, Markus; Krammer, Mathias; Schwab, Susanne; Rossmann, Peter; Klicpera, Barbara Gasteiger; Klatten, Susanne – International Journal of Special Education, 2013
Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually seem to have in common is that general cognitive abilities, as measured by standardized IQ tests, are…
Descriptors: Foreign Countries, Student Evaluation, Standardized Tests, Learning Disabilities
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