This paper examines how self-evaluation biases may influence satisfaction with performance. A review of theoretical positions suggests there are two views, both of which are supported by studies involving laboratory tasks. The first view predicts affective costs, and the second affective benefits of positive self-evaluation bias. We test the…

Much has been written about the value of concrete manipulatives for supporting students' mathematics learning. This is particularly true for the domain of fractions and decimals. Understanding of decimal place-value is seen as critical for students' mathematics learning. To understand decimals, students need first to have a solid understanding of…

Estimation is more than a skill or an isolated topic. It is a thinking tool that needs to be emphasized during instruction so that students will learn to develop algorithmic procedures and meaning for fraction operations. For students to realize when fractions should be added, subtracted, multiplied, or divided, they need to develop a sense of…

This paper is aimed at depicting the quality of functions of some of the aspects of attention in children with mild intellectual disabilities and their influence on the mastering of arithmetic operations, including addition and subtraction. The sample used in this study encompasses 60 pupils, both males and females. The criteria used in the…

A branch of mathematics commonly used in cryptography is Galois Fields GF(p[superscript n]). Two basic operations performed in GF(p[superscript n]) are the addition and the multiplication. While the addition is generally easy to compute, the multiplication requires a special treatment. A well-known method to compute the multiplication is based on…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…

This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that…

The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. These kinds of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school, problems are solved by using basic…

This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire…

Trends in the curriculum reform propose that algebra should be taught throughout the grades, starting in elementary school. The aim should be to decrease the discontinuity between the arithmetic in elementary school and the algebra in upper grades. This study was conducted to investigate and characterise upper elementary school students…

We interviewed 40 students in Grade 7 to investigate their integer reasoning. In one task, children were asked to write and interpret equations related to a story problem about borrowing money from a friend. Their responses reflect different perspectives concerning the relationship between this real-world situation and various numerical…

This study explored prospective elementary teachers' perspectives on real-life connections in the case of story problems. A series of tasks were designed to uncover the participants' collective perceptions of real-life connections by speculating on participants' emerging beliefs about real-life connections and how their beliefs were reflected in…

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school…

Background: Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims: The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make…

In this study, we examined special education students' use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems.…