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Did you mean Mental competition?
Showing 1 to 15 of 20 results Save | Export
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Sinnakaudan, Santi; Kuldas, Seffetullah; Hashim, Shahabuddin; Ghazali, Munirah – International Journal for Mathematics Teaching and Learning, 2016
This review examines reasons for Malaysian pupils' underperformance in solving mathematics problems that demand numerical estimation and mental computation. Their underdeveloped number sense appears to be the major reason. According to the Ministry of Education, the national mathematics curriculum is unlikely to account for this underachievement.…
Descriptors: Foreign Countries, Mathematics Achievement, Numbers, Computation
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Buchholz, Lisa M. – Teaching Children Mathematics, 2016
Several detours prompted me to find time in an overcrowded school day to incorporate important, powerful, daily, whole-class application of fact strategies. A few years ago, I embarked on a journey with my second graders, a journey through the strategies for mental computation of addition and subtraction facts. The focus of that journey was to…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Computation
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Muir, Tracey; Callingham, Rosemary; Beswick, Kim – Journal of Digital Learning in Teacher Education, 2016
This article presents a case study of one particular lesson in which a teacher uses the features of an interactive whiteboard (IWB) to teach mental computation strategies to a Grade 1 class. The framework of Technological Pedagogical Content Knowledge (TPACK) is used to evaluate the teacher's use of the IWB to teach mathematical concepts to young…
Descriptors: Case Studies, Grade 1, Mathematics Instruction, Technological Literacy
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Afamasaga-Fuata'i, Karoline; Sooaemalelagi, Lumaava – Journal of Mathematics Teacher Education, 2014
Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers' mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The…
Descriptors: Student Teachers, Student Teacher Attitudes, Foreign Countries, Learning Experience
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Chesney, Marlene – Australian Primary Mathematics Classroom, 2013
Marlene Chesney describes a piece of research where the participants were asked to complete a calculation, 16 + 8, and then asked to describe how they solved it. The diversity of invented strategies will be of interest to teachers along with the recommendations that are made. So "how do 'you' solve 16 + 8?"
Descriptors: Mathematics Instruction, Mental Computation, Mathematical Logic, Addition
Rottmann, Thomas; Peter-Koop, Andrea – Mathematics Education Research Group of Australasia, 2016
This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with…
Descriptors: Special Needs Students, Elementary School Students, Grade 2, Computation
Goos, Merrilyn, Ed.; Brown, Ray, Ed.; Makar, Katie, Ed. – Mathematics Education Research Group of Australasia, 2008
This document presents the proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of this conference is "Navigating Currents and Charting Directions." The theme reminds us that, although we are constantly pushed to account for the quality and impact of our research, we…
Descriptors: Feedback (Response), Constructivism (Learning), Educational Development, Practicums
Bengtson, Barbara J. – ProQuest LLC, 2013
Understanding the linear relationship of numbers is essential for doing practical and abstract mathematics throughout education and everyday life. There is evidence that number line activities increase learners' number sense, improving the linearity of mental number line representations (Siegler & Ramani, 2009). Mental representations of…
Descriptors: Numbers, Mathematics Education, Numeracy, Cognitive Processes
Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006
This document contains the third volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Ead and Kou:…
Descriptors: Foreign Countries, Comparative Analysis, Low Achievement, Grade 1
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Altiparmak, Kemal – International Journal of Research in Education and Science, 2016
Soroban abacus training is called as mental arithmetic training in our country. It is known for mental arithmetic to increase the ability of four mode operations. Besides this, how is the situation for the students which are having Soroban abacus training in the terms of problem solving abilities, creativity, development of concepts, attraction…
Descriptors: Foreign Countries, Arithmetic, Mathematics Instruction, Mathematics Teachers
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Brez, Caitlin C.; Miller, Angela D.; Ramirez, Erin M. – Journal of Cognition and Development, 2016
Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…
Descriptors: Cognitive Processes, Numeracy, Numbers, Grade 2
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Hamdan, Noora; Gunderson, Elizabeth A. – Developmental Psychology, 2017
Children's ability to place fractions on a number line strongly correlates with math achievement. But does the number line play a causal role in fraction learning or does it simply index more advanced fraction knowledge? The number line may be a particularly effective representation for fraction learning because its properties align with the…
Descriptors: Fractions, Number Concepts, Pretests Posttests, Elementary School Students
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Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret – Teaching Children Mathematics, 2014
The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…
Descriptors: Mathematics Instruction, State Standards, Grade 2, Elementary School Mathematics
Watson, Jane, Ed.; Beswick, Kim, Ed. – Mathematics Education Research Group of Australasia, 2007
This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and…
Descriptors: Teacher Education, Secondary School Mathematics, Concept Mapping, Student Teachers
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Colomer, Carla; Re, Anna M.; Miranda, Ana; Lucangeli, Daniela – Learning Disabilities: A Contemporary Journal, 2013
The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of…
Descriptors: Numeracy, Computation, Mathematics Skills, Children
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