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Peer reviewed
Download full textSchiller, Lauren K.; Fan, Ao; Siegler, Robert S. – Journal of Numerical Cognition, 2022
The number one plays a special role in mathematics because it is the identity element in multiplication and division. The present findings, however, indicate that many middle school students do not demonstrate mathematical flexibility representing one as a fraction. Despite possessing explicit knowledge of fraction forms of one (e.g., 95% of…
Descriptors: Numbers, Mathematics Instruction, Multiplication, Division
Direct linkFröber, Kerstin; Jurczyk, Vanessa; Dreisbach, Gesine – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Frequent forced switching between tasks has been shown to reduce switch costs and increase voluntary switch rates. So far, however, the boundary conditions of the influence of forced task switching on voluntary task switching are unknown. Thus, the present study was aimed to test different aspects of generalizability (across items, tasks, and…
Descriptors: Cognitive Ability, Attention Control, Task Analysis, Generalization
Yano, Uiko; Matsuoka, Kazumi – Sign Language Studies, 2018
The current study continues our effort to document a shared sign language in Japan--Miyakubo Sign Language (Miyakubo SL) on Ehime-Oshima Island, located in the western part of Japan. After a brief sociological, geographical, and cultural introduction to Miyakubo SL, the topics of numeral expressions and timelines in Miyakubo SL are discussed. A…
Descriptors: Numbers, Sign Language, Contrastive Linguistics, Language Variation
Lai, Maxine; Zax, Alexandra; Barth, Hilary – Developmental Science, 2018
Learning the meanings of Arabic numerals involves mapping the number symbols to mental representations of their corresponding, approximate numerical quantities. It is often assumed that performance on numerical tasks, such as number line estimation (NLE), is primarily driven by translating from a presented numeral to a mental representation of its…
Descriptors: Numbers, Computation, Children, Adults
Bray, Wendy S.; Maldonado, Luz A. – Teaching Children Mathematics, 2018
A single fact-focused number-string discussion is unlikely to result in all students adopting more flexible and efficient fact strategies; however, these authors have found that repeated engagement in such discussions over time does promote student reasoning about relationships, which in turn leads to increased fact fluency. By cultivating a…
Descriptors: Discussion, Numbers, Thinking Skills, Mathematics Instruction
McMillan, Brandon – ProQuest LLC, 2018
Even though algebraic ideas are addressed across a number of grades, algebra continues to serve as a gatekeeper to upper mathematics and degree attainment because of the high percentage of students that fail algebra classes and become halted in their educational progress. One reason for this is students not having the opportunity to build on their…
Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Logic, Thinking Skills
Karabey, Burak – Australian Mathematics Education Journal, 2019
This study aims to introduce a method that is based on the relationship between numbers and geometry, which can be used to show the exact location of rational numbers on the number line, compare rational numbers, make calculations, and examine rational numbers conceptually through parallel lines. It is believed that this method will to contribute…
Descriptors: Number Concepts, Geometry, Geometric Concepts, Computation
Melkonian, Vardges – PRIMUS, 2019
This paper discusses a game that can be used for introducing the binary representation of integers in an interactive and fun environment. The game is introduced in the way it is presented in an undergraduate Discrete Mathematics class. Variations of the game are discussed, particularly its extension to base-three representation of integers. It is…
Descriptors: Mathematics Instruction, College Mathematics, Undergraduate Study, Educational Games
Morano, Stephanie; Riccomini, Paul J.; Lee, Joo-Young – Learning Disabilities Research & Practice, 2019
Abstract Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6-8. Results indicate that students' abilities to represent fractions on number lines and on circular area models are distinct skills. In addition,…
Descriptors: Fractions, Learning Disabilities, Students with Disabilities, Numbers
Tosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
Lanham, Susan W. – American Journal of Business Education, 2019
Most literature related to Benford's Law discusses what the law can be used for and how it works but fails to address effective methods and procedures for teaching the law to students. This article examines existing information resources to determine the most effective methods and procedures used to explain this Law to those who have no experience…
Descriptors: Data Analysis, Instructional Effectiveness, Probability, Statistics
Laird, Alexandra; Grootenboer, Peter; Larkin, Kevin – Australian Mathematics Education Journal, 2019
The authors encourage consideration of the where mathematics learning takes place. They found that taking students outside engaged them with learning how to add and subtract integers and translate linear graphs.
Descriptors: Mathematics Instruction, Classroom Environment, Teaching Methods, Learner Engagement
Shumway, Jessica F.; Hoggan, Jessica – Teaching Children Mathematics, 2019
The standards from the Operations and Algebraic Thinking (OA) domain in the Common Core State Standards for Mathematics (CCSSM) build on one another across the grades (CCSSI 2010). Understanding each grade level's OA standards is necessary within the broader context of the K-grade 5 OA standards. In this article, the authors share their…
Descriptors: Mathematics Instruction, Grade 2, Elementary School Students, Elementary School Mathematics
Olson, Amy M.; Stoehr, Kathleen Jablon – School Science and Mathematics, 2019
This paper presents qualitative and quantitative approaches to exploring teachers' experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences…
Descriptors: Student Experience, Numbers, Mathematics Instruction, Preservice Teachers
Zhang, Shu; Cao, Yiming; Wang, Lidong; Li, Xinlian – ZDM: The International Journal on Mathematics Education, 2019
This study investigates the teaching and learning of single-digit whole number multiplication in China. Analysis of data from documents, classroom teaching, and semi-structured interviews revealed three salient characteristics of emphasizing "oral calculation," "calculation speed," and "understanding" across…
Descriptors: Teaching Styles, Numbers, Mathematics Instruction, Foreign Countries
