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Peyser, Elizabeth E.; Bobo, Jessica – Mathematics Teacher: Learning and Teaching PK-12, 2022
Early mathematics plays an important role in introducing foundational concepts for number sense in children. One of the critical areas of learning is the establishment of a linear view of numbers. It is essential to create opportunities for young children to understand that numbers are equally spaced on the number line and that they increase in…
Descriptors: Number Concepts, Elementary School Mathematics, Arithmetic, Computation
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Björklund, Camilla; Marton, Ference; Kullberg, Angelika – Educational Studies in Mathematics, 2021
In this paper, we present a way of describing variation in young children's learning of elementary arithmetic within the number range 1-10. Our aim is to reveal what is to be learnt and how it might be learnt by means of discerning particular aspects of numbers. The Variation theory of learning informs the analysis of 2184 observations of 4- to…
Descriptors: Elementary School Mathematics, Arithmetic, Mathematics Skills, Skill Development
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Petersson, Jöran; Sayers, Judy; Rosenqvist, Eva; Andrews, Paul – International Journal of Research & Method in Education, 2021
The analysis of the content of school textbooks, particularly in a time of cross-cultural borrowing, is a growing field restricted by the tools currently available. In this paper, drawing on the analyses of three English year-one mathematics textbooks, we show how two approaches to the analysis of sequential data not only supplement conventional…
Descriptors: Content Analysis, Textbook Evaluation, Elementary School Mathematics, Foreign Countries
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Dogan Coskun, Sumeyra; Isiksal Bostan, Mine – Pedagogical Research, 2022
This study investigates pre-service elementary teachers' mathematical knowledge in teaching for length measurement. More specifically, this study compares the foundation and transformation knowledge of pre-service elementary teachers from Turkey and the United States. The current study examines similarities and differences between them by applying…
Descriptors: Preservice Teachers, Elementary School Mathematics, Knowledge Base for Teaching, Measurement
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Ralston, Nicole; Li, Min – Elementary School Journal, 2022
Research in the area of equivalence and the equal sign dates back decades, demonstrating students often possess misconceptions concerning the meaning of equivalence and the equal sign. Students often understand the equal sign to mean the answer comes next (i.e., an operational definition) instead of the same as (i.e., a relational definition).…
Descriptors: Elementary School Students, Knowledge Level, Symbols (Mathematics), Misconceptions
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Pulles, Sandra M.; Burns, Matthew K. – Psychology in the Schools, 2022
The purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge,…
Descriptors: Mathematics Education, Elementary School Mathematics, Middle School Mathematics, Intervention
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Tirosh, Dina; Tsamir, Pessia – International Journal of Science and Mathematics Education, 2022
In this article, we describe a case study that was conducted within a study aiming to diagnose grade 5 students' concept images of parallelograms. The theoretical framework that we adopted for this study was that of concept definition--concept image as reported by Tall and Vinner ("Educational Studies in Mathematics" 12:151-169, 1981), a…
Descriptors: Grade 5, Concept Formation, Geometric Concepts, Definitions
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O'Dell, Jenna R.; Langrall, Cynthia W.; Cullen, Amanda L. – Mathematics Teacher: Learning and Teaching PK-12, 2022
In typical school mathematics, students experience problem solving in different ways. Sometimes students learn about problem solving by being introduced to different strategies, such as making a table or drawing a picture. Other times, problem solving is presented as a context for applying previously learned mathematics skills and concepts.…
Descriptors: Mathematics Skills, Problem Solving, Mathematics Instruction, Teaching Methods
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Wickstrom, Megan H. – Mathematics Teacher Educator, 2022
Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K-Grade 12 to develop flexibility in students' mathematical understanding and to provide them…
Descriptors: Preservice Teachers, Elementary School Mathematics, Geometric Concepts, Intervention
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Polotskaia, Elena; Savard, Annie – Educational Studies in Mathematics, 2021
The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative…
Descriptors: Multiplication, Elementary School Mathematics, Elementary School Students, Mathematics Instruction
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Venkat, Hamsa; Askew, Mike; Morrison, Samantha – Educational Studies in Mathematics, 2021
In this paper, we share details of a South African early grades' number intervention informed by aspects of Davydov's writing on early number teaching and learning. A key part of Davydov's approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number…
Descriptors: Foreign Countries, Elementary School Mathematics, Numbers, Intervention
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Putwain, David W.; Schmitz, Eva A.; Wood, Peter; Pekrun, Reinhard – British Journal of Educational Psychology, 2021
Background: Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions. Aim: To examine whether control, value, and…
Descriptors: Psychological Patterns, Elementary School Mathematics, Mathematics Achievement, Student Attitudes
Chval, Kathryn B.; Smith, Erin; Trigos-Carrillo, Lina; Pinnow, Rachel J. – National Council of Teachers of Mathematics, 2021
It is time to reimagine what is possible and celebrate the brilliance that multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, even as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the…
Descriptors: Mathematics Instruction, English Language Learners, Mathematics Achievement, Teaching Methods
Galvin, Patrick – Mathematics Education Research Group of Australasia, 2021
This theoretical paper examines views about the role of language and mathematical discourse in learning mathematics. Current research is still addressing what constitutes a mathematical discourse. As new conceptions of the purpose of language use in mathematics are explored, and associated ontological and epistemic positions are revealed, one…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Language Usage, Games
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Woolcott, Geoff; Le Tran, Thi; Mulligan, Joanne; Davis, Brent; Mitchelmore, Michael – Mathematics Education Research Journal, 2022
The connection between spatial reasoning and mathematics learning and pedagogy in primary school children has been the subject of an increasing number of studies in recent years. There has been no comprehensive analysis, however, of how studies based on spatial reasoning interventions may lead to improvements in students' mathematics learning in…
Descriptors: Elementary School Mathematics, Spatial Ability, Logical Thinking, Mathematics Instruction
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