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Educational Studies in… | 8 |

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Brown, M. | 1 |

Denvir, B. | 1 |

Fennema, Elizabeth | 1 |

Hawkins, Anne S. | 1 |

Hunting, Robert P. | 1 |

Kapadia, Ramesh | 1 |

Lerman, Stephen | 1 |

Markovits, Henry | 1 |

Nesher, Pearla | 1 |

Olson, A. T. | 1 |

Peled, Irit | 1 |

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Reports - Research | 6 |

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Peer reviewed

Hawkins, Anne S.; Kapadia, Ramesh – Educational Studies in Mathematics, 1984

Identifies key questions concerning children's intuitions and conceptions of probabilistic notions. Research on the theoretical framework for probability studies, misconceptions and strategies, and pupil attainment is reviewed, and the methodology is evaluated. Finally, implications for classroom practice are discussed. (MNS)

Descriptors: Educational Research, Learning, Literature Reviews, Mathematics Education

Peer reviewed

Fennema, Elizabeth; Peterson, Penelope L. – Educational Studies in Mathematics, 1985

Discusses a model which provides a partial explanation of why females are not achieving equity in mathematics education. The model consists of four phases and explores mediating factors of autonomous learning behaviors which exist between socialization influences and learning. (JN)

Descriptors: Elementary Secondary Education, Learning, Mathematics Achievement, Mathematics Education

Peer reviewed

Olson, A. T.; And Others – Educational Studies in Mathematics, 1987

Provided is an analysis of Turtle Geometry using van Hiele levels of development and understanding. The author also relates a language use framework, suggested by the work of Fry (1982), to the language activities of Turtle Geometry. Research supporting the analysis is discussed. (RH)

Descriptors: Elementary School Mathematics, Geometric Concepts, Geometry, Language Usage

Peer reviewed

Lerman, Stephen – Educational Studies in Mathematics, 1989

Examined is what radical constructivism in connection with Intuitionism might mean to mathematics instruction. Implications for mathematics education, especially the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge, are suggested. (YP)

Descriptors: Educational Philosophy, Epistemology, Learning, Mathematical Logic

Peer reviewed

Nesher, Pearla; Peled, Irit – Educational Studies in Mathematics, 1986

The process of transition from a novice's state to that of an expert, in the domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent yet erroneous. Data from students in grades 6-9 are included. (MNS)

Descriptors: Cognitive Processes, Decimal Fractions, Educational Research, Elementary School Mathematics

Peer reviewed

Denvir, B.; Brown, M. – Educational Studies in Mathematics, 1986

Three studies on the development of number concepts (counting, addition, subtraction, and place value) in seven- to nine-year-olds considered low attainers in mathematics were conducted. The search for a descriptive framework, the development of a diagnostic assessment instrument, and a longitudinal study are reported. (MNS)

Descriptors: Addition, Cognitive Processes, Diagnostic Teaching, Educational Research

Peer reviewed

Hunting, Robert P. – Educational Studies in Mathematics, 1986

The behavior of one child as she constructed knowledge about fractions over a nine-month period is presented. The intent is to explain behavioral patterns for which certain mental processes, called schemes, seem responsible. (MNS)

Descriptors: Case Studies, Cognitive Processes, Educational Research, Elementary Education

Peer reviewed

Markovits, Henry – Educational Studies in Mathematics, 1986

College students were given two paper-and-pencil conditional reasoning tests, one week apart, in varying order. The three problems on each test were presented either verbally or with line drawings as concrete referents. Performance was significantly poorer on the problems with drawings. (MNS)

Descriptors: Audiovisual Aids, Cognitive Development, College Mathematics, Educational Research