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Xin, Yan Ping – ZDM: The International Journal on Mathematics Education, 2019

Whole number arithmetic is the foundation of higher mathematics and a core part of elementary mathematics. Awareness of pattern and underlying problem structure promote the learning of whole number arithmetic. A growing consensus has emerged on the necessity to provide students with the opportunity to engage in algebraic reasoning earlier in their…

Descriptors: Addition, Mathematics Instruction, Word Problems (Mathematics), Problem Solving

Askew, Mike – ZDM: The International Journal on Mathematics Education, 2019

This paper is centred around a framework for studying teaching--Mediating Primary Mathematics (MPM)--developed in the context of the teaching of Whole Number Arithmetic (WNA) in South Africa. Findings from the analysis of four WNA lessons are used to illustrate how the application of the MPM framework can measure nuanced differences in the…

Descriptors: Elementary School Mathematics, Mathematics Instruction, Numbers, Arithmetic

Cooper, Jason – ZDM: The International Journal on Mathematics Education, 2019

Teachers and mathematicians hold different perspectives on the teaching and learning of whole number arithmetic. Though these perspectives may be complementary, sharing them across communities is challenging. An unusual professional development course for primary school teachers, initiated and taught by research mathematicians, provided a setting…

Descriptors: Professional Personnel, Elementary School Mathematics, Elementary School Teachers, Numbers

Thanheiser, Eva; Melhuish, Kathleen – ZDM: The International Journal on Mathematics Education, 2019

Prospective elementary school teachers (PTs) come to their mathematics courses fluent in using procedures for adding and subtracting multidigit whole numbers, but many are unaware of the essential features inherent in understanding the base-ten place-value system (i.e., grouping, place value, base). Understanding these features is crucial to…

Descriptors: Preservice Teachers, Elementary School Teachers, Number Concepts, Number Systems

Houdement, Catherine; Tempier, Frédérick – ZDM: The International Journal on Mathematics Education, 2019

Numeration units (ones, tens, hundreds, etc.) are an epistemological foundation for place value. Here, we assume that they are a didactic support in countries where spoken numbers are incongruent with written numbers. In France, teaching practices neglect the relations between units, and numeration units are typically used only to designate the…

Descriptors: Mathematics Instruction, Teaching Methods, Elementary School Mathematics, Grade 3

Vondrová, Nada; Novotná, Jarmila; Havlícková, Radka – ZDM: The International Journal on Mathematics Education, 2019

Research has shown that word problem difficulty is influenced by various linguistic, numerical and general variables, but results in this area are inconsistent. This paper focuses on the question of how the order of numerical data, the context, the position of the unknown transformation, and the length of the statement in an additive word problem,…

Descriptors: Word Problems (Mathematics), Elementary School Students, Grade 4, Grade 5

Kaur, Berinderjeet – ZDM: The International Journal on Mathematics Education, 2019

The goal of this paper is to present a succinct consolidation of the why, what and how of the 'Model' method as there is a lack of such documentation for researchers, practitioners and policy makers thus far. The 'Model' method is a tool for representing and visualising relationships when solving whole number arithmetic (WNA) word problems. The…

Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Problem Solving

Huang, Rongjin; Zhang, Qinqiong; Chang, Yu-ping; Kimmins, Dovie – ZDM: The International Journal on Mathematics Education, 2019

Solving word problems is challenging in elementary schools, both for the teacher in teaching students to solve word problems and for the student in learning to solve them. This paper examines how the ideas of learning trajectory and variation pedagogy could be integrated as an instructional principle for teaching this content in the context of…

Descriptors: Problem Solving, Word Problems (Mathematics), Elementary School Teachers, Elementary Schools

Hino, Keiko; Kato, Hisae – ZDM: The International Journal on Mathematics Education, 2019

Whole-number arithmetic is a core content area of primary mathematics, which lays the foundation for children's later conceptual development. This paper focuses on teaching whole-number multiplication (WNM) to build a stepping stone for children's proportional reasoning. Our intention in writing this paper is to obtain a practice-based perspective…

Descriptors: Mathematics Instruction, Numbers, Multiplication, Children

Westaway, Lise – ZDM: The International Journal on Mathematics Education, 2019

The advent of a democratically-elected government in South Africa in 1994 disrupted the erstwhile synchrony between the schooling system, teacher education system, curriculum and pedagogy. Yet many South African teachers continue to express their teacher identities much like they did prior to 1994. The explanations posited for why this is the case…

Descriptors: Foreign Countries, Elementary School Teachers, Elementary School Mathematics, Professional Identity

Grootenboer, Peter; Edwards-Groves, Christine – ZDM: The International Journal on Mathematics Education, 2019

This article presents a practice perspective of mathematics pedagogy and mathematics learning, by considering the interconnections between how developing a mathematics identity is bound up with the sayings, doings and relatings one experiences in classroom mathematical encounters. Broadly, mathematics education is fundamentally about stirring…

Descriptors: Mathematics Instruction, Learning, Identification, Elementary School Mathematics

Heyd-Metzuyanim, Einat; Shabtay, Galit – ZDM: The International Journal on Mathematics Education, 2019

In this study we examines identity narratives of elementary teachers about 'good' mathematics teaching and about themselves as teachers. The Exploration Pedagogical Discourse (EPD), which is widely adopted by the mathematics education community, is demonstrated through a formal document of the Israeli Ministry of Education, and contrasted with the…

Descriptors: Elementary School Teachers, Teacher Attitudes, Teaching Skills, Teacher Effectiveness

Lingel, Klaus; Lenhart, Jan; Schneider, Wolfgang – ZDM: The International Journal on Mathematics Education, 2019

Metacognitive monitoring in educational contexts is typically measured by calibration indicators, which are based on the correspondence between cognitive performance and metacognitive confidence judgment. Despite this common rationale, a variety of alternative methods are used in the field of monitoring research to assess performance and judgment…

Descriptors: Metacognition, Mathematics Instruction, Teaching Methods, Mathematics Achievement

Shilo, Anat; Kramarski, Bracha – ZDM: The International Journal on Mathematics Education, 2019

This study aims to investigate a mathematical-metacognitive discourse model with IMPROVE metacognitive self-question prompts (What, How/When, and Why) in order to promote a deeper level of discourse in mathematics classes. The study involved 32 math teachers and 824 fifth-grade students (from 32 public schools) from one district in Israel.…

Descriptors: Metacognition, Case Studies, Video Technology, Mathematics Instruction

Desoete, Annemie; Baten, Elke; Vercaemst, Vera; De Busschere, Ann; Baudonck, Myriam; Vanhaeke, Jennis – ZDM: The International Journal on Mathematics Education, 2019

In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…

Descriptors: Foreign Countries, Elementary School Students, Mathematics Achievement, Prior Learning