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Documenting the Process of a Prospective Elementary Teacher's Flexibility Development: Scaffolded Strategy Ranges and Sociomathematical Norms for Mental Computation
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Whitacre, Ian; Rumsey, Chepina – Cognition and Instruction, 2018
This article contributes to the research literature concerning prospective elementary teachers' mathematical thinking and learning with a focus on flexibility. We present a case study of a prospective elementary teachers' development of flexibility in mental addition and subtraction during a Number and Operations course. Building upon the…
Descriptors: Mathematics Instruction, Social Influences, Preservice Teachers, Elementary Education
Learning to "See" Less than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure
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Tsang, Jessica M.; Blair, Kristen P.; Bofferding, Laura; Schwartz, Daniel L. – Cognition and Instruction, 2015
How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…
Descriptors: Neurological Organization, Mathematics Instruction, Numbers, Grade 4
Prospective Elementary Teachers Learning to Reason Flexibly with Sums and Differences: Number Sense Development Viewed through the Lens of Collective Activity
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Whitacre, Ian – Cognition and Instruction, 2018
I present a viable learning trajectory for prospective elementary teachers' number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers' number sense…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Activities, Mathematics
Gaze Aversion during Children's Transient Knowledge and Learning
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Doherty-Sneddon, Gwyneth; Phelps, Fiona G.; Calderwood, Lesley – Cognition and Instruction, 2009
Looking away from an interlocutor's face during demanding cognitive activity can help adults and children answer challenging mental arithmetic and verbal-reasoning questions (Glenberg, Schroeder, & Robertson, 1998; Phelps, Doherty-Sneddon, & Warnock, 2006). While such "gaze aversion" (GA) is used far less by 5-year-old school children, its use…
Descriptors: Primary Education, Mental Computation, Cognitive Processes, Arithmetic