A considerable body of research exists on students' understanding of decimal fractions and the prevalence and persistence of common misconceptions related to this understanding. Results from major studies such as the National Assessment of Educational Progress (NAEP) in the United States and the Concepts in Secondary Mathematics and Science (CSMS)…

In this article, the author presents three different tasks that can be used to assess students' understanding of the concept of length. Three important measurement concepts for students to understand are transitive reasoning, use of identical units, and iteration. In any teaching and learning process it is important to acknowledge students'…

Research has established that children's development of addition and subtraction skills progresses through a hierarchy of strategies that begin with counting-by-one methods through to flexible mental strategies using a combination of knowledge of basic facts and understanding of place value. An important transition point is the shift from the…

This article presents an example of a versatile multi-solution problem that can be used right across the primary years. The basic problem is: "Noah saw 16 legs go past him into the Ark. How many creatures did he see?" Any even number can be used, although, 2 legs allows only one answer and with 16 legs there are already 14 different solutions, so…

This article presents several tips that teachers can use to teach children about time. One activity, investigating 24-hour time, aims to familiarise upper primary students with converting a.m. and p.m. notations to 24-hour time. Another activity requires students to construct a calendar month in order to familiarize themselves with the components…

Three activities are presented that are designed to develop an understanding of equivalence. Equivalent fractions have the same value, but may be expressed with a different denominator or different notation. "Decimal Fraction Dominoes" focuses on the equivalence of commonly occurring fractions, decimal fractions, percentages and their pictorial…

Children's literature can enhance mathematics lessons by providing a meaningful context, demonstrating that mathematics develops from human experiences and contributes an aesthetic dimension to learning mathematics. Written as a series of real life inspired snapshots of mathematical thinking, "Counting on Frank" (Rod Clement, 1990) provides a…

Pupils progress through a relatively small number of key stages called growth points in numeracy learning. Identifies growth points in developing numeracy and suggests that better support can be offered to children when teachers are aware of the growth points. (ASK)

Explains how rubrics can be used to assess children's understanding of chance and data concepts. Encounters unexpected results besides assessing chance and data outcomes. (ASK)

All teachers face the dilemma of trying to cater to the range of abilities of the children in their classes. Explains one teacher's attempt to accomplish this. (ASK)

Describes a project that addressed how teachers can help second language learners with the difficulties of written mathematical situations. Concludes that retrieving and transforming what students know about mathematics into their own words, and their own words into mathematical language, is a crucial part of mathematics learning. (ASK)

Presents a project in which grade 1 children use diary writing as a link between home and school. Describes how they used problem solving and problem posing as part of normal classroom and home activities. (ASK)

Helping children become mathematicians is a valuable way to engage them with the power of mathematics. Describes an example with primary children and distance education. (ASK)

Discusses reasons why problem solving has failed. Offers an alternative approach--the use of investigations in mathematics instruction. Lists the characteristics of an idealized classroom. (ASK)

Poses several questions about problem solving and provides six reasons that support how problem solving enhances the development of numeracy and mathematical thinking. (ASK)