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Trupcevic, Goran; Valent, Anda – Center for Educational Policy Studies Journal, 2022

The goal of this paper is to describe the teaching of initial multiplication concepts and skills, up to the multiplication table, in the Croatian educational system. As Stiegler and Hiebert (1999) concluded, teaching is a complex system rooted in a cultural script of a given society. To describe it without ignoring certain features of it that…

Descriptors: Multiplication, Mathematical Concepts, Foreign Countries, Textbooks

Kraut, Christina; Pixner, Silvia – International Journal of Bilingual Education and Bilingualism, 2022

The importance of language in mathematics education becomes increasingly obvious, as multilingual learners are not an exception nowadays. But how can language dominance and the language of first or later instruction affect arithmetic training in adults? 101 bilingual adults whose first and dominant language was German (LM+ and L1) and who spoke…

Descriptors: Bilingualism, Adults, Multiplication, Second Language Learning

Mersin, Nazan; Akkas, Elif Nur – International Online Journal of Education and Teaching, 2022

In this study, it is aimed to comparatively examine practice questions and sample solved questions about the multiplication of fractions in mathematics textbooks in Turkey and Singapore. In this direction, document analysis was used as a research method. Descriptive analysis was used in the analysis and the questions in the books were examined in…

Descriptors: Comparative Education, Multiplication, Fractions, Textbooks

Hackenberg, Amy J.; Sevinc, Serife – Educational Studies in Mathematics, 2022

Students entering sixth grade operate with three different multiplicative concepts that influence their reasoning in many domains important for middle school. For example, students who are operating with the second multiplicative concept (MC2 students) can begin to construct fractions as lengths but do not construct improper fractions as numbers.…

Descriptors: Multiplication, Fractions, Grade 7, Middle School Students

Pearn, Catherine; Stephens, Max; Pierce, Robyn – ZDM: Mathematics Education, 2022

This paper builds on our previous research and investigates how students' fractional competence and reasoning can provide clear evidence of non-symbolic algebraic thinking and its progressive transition towards fully generalised algebraic thinking. In a large-scale study, 470 primary students completed a written paper and pencil test. This…

Descriptors: Logical Thinking, Elementary School Students, Grade 5, Grade 6

Zwanch, Karen; Wilkins, Jesse L. M. – Educational Studies in Mathematics, 2021

Constructing multiplicative reasoning is critical for students' learning of mathematics, particularly throughout the middle grades and beyond. Tzur, Xin, Si, Kenney, and Guebert [American Educational Research Association, ERIC No. ED510991, (2010)] conclude that an assimilatory composite unit is a conceptual spring to multiplicative reasoning.…

Descriptors: Middle School Students, Mathematics Skills, Logical Thinking, Problem Solving

Finesilver, Carla – Educational Studies in Mathematics, 2022

Visuospatial representations of numbers and their relationships are widely used in mathematics education. These include drawn images, models constructed with concrete manipulatives, enactive/embodied forms, computer graphics, and more. This paper addresses the analytical limitations and ethical implications of methodologies that use broad…

Descriptors: Spatial Ability, Mathematics Education, Learning Strategies, Multiplication

Grabner, Roland H.; Brunner, Clemens; Lorenz, Valerie; Vogel, Stephan E.; De Smedt, Bert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022

There is broad consensus on the assumption that adults solve single-digit multiplication problems almost exclusively by fact retrieval from memory. In contrast, there has been a long-standing debate on the cognitive processes involved in solving single-digit addition problems. This debate has evolved around two theoretical accounts. Proponents of…

Descriptors: Cognitive Processes, Addition, Computation, Arithmetic

Bouck, Emily C.; Long, Holly; Jakubow, Larissa – Journal of Computers in Mathematics and Science Teaching, 2022

Providing mathematics instruction and supporting students with mathematics difficulties, including students with disabilities, at risk for disabilities, or those who struggle with the content, is important and interventions must be designed to occur face-to-face or virtually. Despite limited research on providing mathematical interventions online…

Descriptors: Intervention, Mathematics Instruction, Learning Problems, Distance Education

Suárez-Pellicioni, Macarena; Booth, James R. – Child Development, 2022

Math attitudes are related to achievement, yet we do not know how the brain supports changes in math attitudes. 51 children (54.9% female, 45.1% male; 37.3% White, 33.3% Black, 11.8% Latino, 5.9% Asian, 11.8% Other) solved a multiplication task inside the scanner when they were approximately 11 (time 1; T1) and 13 (time 2; T2) years old (i.e.,…

Descriptors: Brain Hemisphere Functions, Student Attitudes, Mathematics Achievement, Multiplication

Lambert, Rachel; Nguyen, Tomy; Mendoza, Monica; McNiff, Avery – Insights into Learning Disabilities, 2022

Understanding increased achievement as a dynamic relationship between student engagement and mathematical understanding, we designed an intervention to address both factors. Our intervention was the instructional routine number strings, led by an undergraduate tutor. In this paper, we provide a case study of the development of a fourth-grade…

Descriptors: Personal Autonomy, Academic Achievement, Multiplication, Intervention

Carney, Michele; Paulding, Katie; Champion, Joe – Applied Measurement in Education, 2022

Teachers need ways to efficiently assess students' cognitive understanding. One promising approach involves easily adapted and administered item types that yield quantitative scores that can be interpreted in terms of whether or not students likely possess key understandings. This study illustrates an approach to analyzing response process…

Descriptors: Middle School Students, Logical Thinking, Mathematical Logic, Problem Solving

Doruk, Muhammet; Doruk, Gül – International Journal of Mathematical Education in Science and Technology, 2022

The aim of this study was to reveal 5th class middle school students' determination skills on the truth value of mathematical propositions about multiplication and division. These skills were evaluated in the context of operation meanings preferred and arguments constructed by the students in the process. The research group consisted of 95…

Descriptors: Mathematical Logic, Mathematics Skills, Evaluative Thinking, Persuasive Discourse

Daniel, Leah; Doyle, Tanya; Kaesehagen, Colleen – Education 3-13, 2022

The complex relationship between schools, parents and children surrounding mathematics homework is one that is yet to be fully resolved. In a contribution to reconfiguring mathematics homework, a take-home mathematics games kit focusing on multiplication was trialled with primary school children and their parents. Diary and interview data from…

Descriptors: Individualized Instruction, Mathematics Education, Homework, Family School Relationship

Callingham, Rosemary; Watson, Jane; Oates, Greg – Mathematics Education Research Group of Australasia, 2022

It is increasingly recognised that to be informed citizens and to participate fully in the workforce requires an understanding of statistical data and risk. Such understanding is underpinned by statistical reasoning. It has been shown, however, that students have difficulty moving from concrete representations and procedural mathematical…

Descriptors: Mathematics Skills, Mathematical Logic, Statistics Education, Logical Thinking