In science classrooms, technology affordance varies depending on device-student ratios (DSR) and the ways virtual manipulatives on mobile devices are used. Additionally, external scripts (ES) are widely used to promote effective group interaction in collaborative learning. Therefore, this research explored the influence of DSR and ES on…

This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about…

This article focuses specifically on the inclusion of meaningful (but potentially messy) real-world mathematics tasks in the middle school classroom. Real-world tasks provide students with learning opportunities allowing mathematics to be used to understand the world, strengthen mathematical knowledge, and offer opportunities for students to use…

This study utilized a one-group pretest-post-posttest design (Allen, 2017) to examine the effects of the Hands-On Equations system on students' abilities to solve multi-step equation problems following explicit classroom instruction on the skill. Participants consisted of four middle-school male students, all of whom received special education…

The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…

In this synthesis, we analyzed 10 prealgebraic reasoning interventions for students with mathematics difficulty (MD) in Grades 6 through 8. All interventions focused on one or more prealgebraic concepts including integer operations, algebraic expressions and equations, and functions. Of the 10 intervention studies, six employed single-case design…

Acquiring abstract Mathematics concepts is often challenging for young children. This study explored young children's use of digital cameras to exhibit their understanding of the addition concept. It investigated how the processes involved in producing the photographs and creating the visual representation that helped to develop the children's…

Principles of conservation are essential to the physical understanding of the universe. When thinking about its teaching, especially aimed at basic education, experimental activities can be great allies for its understanding. In this article, we present a demonstrative model using a fidget spinner arranged in a structure constructed using 3D…

To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the…

Although attempts are currently being made to understand the connections and differences between art and design education (Zwirn & Zande, 2015), there is little reflection on a key problematic that binds them together: the relationship between form and function. In this article, authors Tyson Lewis and James Thurman briefly share a three-part…

Manfred Hauben proposes an approach to teaching non-transitive relationships between 'paradoxical' dice using simple statistical graphics. This method usefully supplements traditional approaches of conditional probability calculations and trees, and students are thereby better able to see what is going on and the mechanism of these relationships.

Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425…

Manipulative-based instructional sequences--including both concrete and virtual manipulative instructional sequences--are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In…

Since one of the main goals of teaching geometry is to provide students with the opportunity to develop spatial reasoning, it is important to find the most suitable support for learning 3D geometry in elementary school. This paper compares Information and Communication Technology (ICT) and physical manipulatives support, with the aim to answer if…

The use of manipulatives to develop conceptual understanding appears to be a prevalent practice in many mathematical learning experiences, particularly in the early years of schooling. This study evaluates the impact of mathematical manipulatives on young children's attitudes towards mathematics (YCATM). The modified three-dimensional model of…