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Cobb, Paul – Educational Studies in Mathematics, 1987
Reports on a study into first grade student's interpretations of the equals sign in different contexts. Argues that varying situations affect students' understanding of such arithmetic concepts, including the social interaction patterns in the classroom during arithmetic instruction. (TW)
Descriptors: Arithmetic, Cognitive Measurement, Elementary Education, Elementary School Mathematics
Peer reviewed Peer reviewed
Liebeck, Pamela – Educational Studies in Mathematics, 1990
Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)
Descriptors: Arithmetic, Cognitive Development, Cognitive Structures, Learning Strategies
Peer reviewed Peer reviewed
Watson, Helen – Educational Studies in Mathematics, 1987
Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)
Descriptors: Bilingual Students, Concept Formation, Conservation (Concept), Elementary Education
Peer reviewed 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 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