Two samples of preschool children's representation and understanding of written number symbols was examined in two time points in one academic year. About 40% of Chinese four year olds (mean=4:7) were able to use conventional number symbols to represent the quantity of ten, on average. The majority of these children (85%) could represent written…

The development of conceptual understanding in arithmetic is a gradual process and children may make use of a concept in some situations before others. Previous research has demonstrated that when children are given arithmetic problems with an inverse relationship they can infer that the initial and final quantities are the same. However, we do…

Although increasingly seen as critically important for pedagogy, young children's perceptions of number and of learning about number have not received much attention from researchers. This study uses a phenomenographic approach in that it seeks to map the range of possible conceptions about number and numerically-related learning amongst a group…

A principle of second-order isomorphism asserts that the functional similarities among internal representations parallel the functional similarities among the external objects to which those representations correspond. Research was conducted in accordance with this principle. (Author/BJG)

Three elementary-school students were exposed to Fractions 1, an instructional program for fraction problem-solving skills based on "direct instruction" principles. Fraction performance increases could reasonably be attributed to the instructional program. Improvements were durable across a short follow-up period and transfer occurred to similiar…

This textbook is a second reader for Catholic children. The contents include age-appropriate stories and passages on the importance of emphasis, consonant sounds, marked letters, and punctuation marks. A list of Roman and Arabic numbers is also included.

Three proofs for the problem show there exist irrational numbers a and b such that a to the b power is rational'' are presented and discussed. (DT)