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Improving Children's Fraction Understanding through the Use of Number Lines
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Soni, Meghna; Okamoto, Yukari – Mathematical Thinking and Learning: An International Journal, 2020
Competence in fractions is important in achieving advanced mathematics such as algebra and calculus. To foster students' understanding of fractions, intervention studies have found number lines to be an effective representational tool. Yet, it is unclear whether or not number lines are equally effective regardless of the ways in which they are…
Descriptors: Mathematics Instruction, Fractions, Mathematical Concepts, Numbers
Reasoning about Student Written Work through Self-Comparison: How Pre-Service Secondary Teachers Use Their Own Solutions to Analyze Student Work
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Baldinger, Erin E. – Mathematical Thinking and Learning: An International Journal, 2020
Analyzing and interpreting student thinking through written work is a key, often challenging, practice of teaching. It entails noticing students' mathematical thinking and drawing on mathematical knowledge for teaching. This study investigates how pre-service secondary teachers at the beginning of their preparation reason about students' written…
Descriptors: Preservice Teachers, Secondary School Teachers, Problem Solving, Logical Thinking
Students' Identification and Expression of Relations between Variables in Linear Functions Tasks in Three Curriculum Contexts
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Ayalon, Michal; Wilkie, Karina – Mathematical Thinking and Learning: An International Journal, 2020
Researching students' responses to tasks at different year levels and in varied curriculum contexts can provide insights that relate their understandings to prior learning experiences and teaching approaches. In this article, we discuss evidence of students from three curriculum contexts (English, Australian, and Israeli) (n = 350) ways of…
Descriptors: Secondary School Mathematics, Comparative Education, Foreign Countries, Mathematical Logic
The Role of Language on the Reversal Error. A Study with Bilingual Basque-Spanish Students
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González-Calero, José Antonio; Berciano, Ainhoa; Arnau, David – Mathematical Thinking and Learning: An International Journal, 2020
The reversal error is a prevalent phenomenon that consists of reversing the relationship between two variables when writing equations from comparison in verbal language. A study with 169 Basque/Spanish bilingual pre-service teachers examined whether this error is mainly due to the students' tendency to employ a direct-translation strategy based on…
Descriptors: Thinking Skills, Language Processing, Language Role, Equations (Mathematics)