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Wong, Harris; Odic, Darko – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021

Research over the past 20 years has suggested that our intuitive sense of number--the Approximate Number System (ANS)--is associated with individual differences in symbolic math performance. The mechanism supporting this relationship, however, remains unknown. Here, we test whether the ANS contributes to how well adult observers judge the…

Descriptors: Number Systems, Symbols (Mathematics), Equations (Mathematics), Problem Solving

Karaali, Gizem; Yih, Samuel – PRIMUS, 2020

When first learning how to write mathematical proofs, it is often easier for students to work with statements using the universal quantifier. Results that single out special cases might initially come across as more puzzling or even mysterious. In this article we explore three specific statements from abstract algebra that involve the number…

Descriptors: Mathematics Instruction, College Mathematics, Algebra, Numbers

Mingari Scarpello, Giovanni; Ritelli, Daniele – International Journal of Mathematical Education in Science and Technology, 2019

When Johann Bernoulli published his lectures on integrals in 1742, integral calculus had become very advanced since the time of their composition in 1692. Nevertheless, these lectures are of excellent clarity and simplicity even when the book deals with major problems of Mathematical Physics. Just to pique some interest, we offer a commented…

Descriptors: Educational History, Textbooks, Mathematics Education, Calculus

Whitacre, Ian; Henning, Bonnie; Ataba?, ?ebnem – Review of Educational Research, 2020

In this article, we review research literature concerning number sense from several related fields. Whereas other authors have pointed to difficulty defining number sense or to some degree of inconsistency in the literature, we argue instead that this is a case of polysemy: three constructs given the same name. Our purpose is to clarify the…

Descriptors: Number Concepts, Number Systems, Literature Reviews, Educational Research

Cleland, Alexandra A.; Bull, Rebecca – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019

Generally, people respond faster to small numbers with left-sided responses and large numbers with right-sided responses, a pattern known as the SNARC (spatial numerical association of response codes) effect. The SNARC effect is interpreted as evidence for amodal automatic access of magnitude and its spatial associations, because it occurs in…

Descriptors: Undergraduate Students, Graduate Students, Number Concepts, Number Systems

Klemm, Rebecca; Wallace, Rachel – Childhood Education, 2017

Arguably one of the most under-appreciated, yet ubiquitous and frequently utilized aspects of modern, globalized society, our number system exemplifies how we are inextricably interconnected. Indeed, without a universal number system, there would be no global collaboration and no global solutions.

Descriptors: Number Systems, Global Education, Citizenship Education, Numbers

Ulrich, Catherine; Norton, Anderson – Research in Mathematics Education, 2019

Psychological studies of early numerical development fill a void in mathematics education research. However, conflations between magnitude awareness and number, and over-attributions of researcher conceptions to children, have led to psychological models that are at odds with findings from mathematics educators on later numerical development. In…

Descriptors: Mathematics Education, Number Systems, Mathematical Concepts, Perceptual Motor Learning

Palmer, Katrina; Bauldry, William; Bossé, Michael J.; Post, Jaehee – PRIMUS, 2022

Most any students can explain the meaning of "a[superscript b]", for "a" ? R and for "b" ? Z. And some students may be able to explain the meaning of "(a + bi)[superscript c]," for "a, b" ? R and for "c" ? Z. However, few may be able to explain "a[superscript di]" or…

Descriptors: Mathematics Instruction, Mathematical Concepts, Secondary School Mathematics, College Mathematics

Wetherell, Chris – Australian Mathematics Teacher, 2017

This is an edited extract from the keynote address given by Dr. Chris Wetherell at the 26th Biennial Conference of the Australian Association of Mathematics Teachers Inc. The author investigates the surprisingly rich structure that exists within a simple arrangement of numbers: the times tables.

Descriptors: Numbers, Mathematics Teachers, Professional Associations, Number Concepts

Malone, Stephanie A.; Burgoyne, Kelly; Hulme, Charles – Journal of Educational Psychology, 2020

We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were…

Descriptors: Numbers, Number Systems, Arithmetic, Predictor Variables

Thanheiser, Eva; Melhuish, Kathleen – ZDM: The International Journal on Mathematics Education, 2019

Prospective elementary school teachers (PTs) come to their mathematics courses fluent in using procedures for adding and subtracting multidigit whole numbers, but many are unaware of the essential features inherent in understanding the base-ten place-value system (i.e., grouping, place value, base). Understanding these features is crucial to…

Descriptors: Preservice Teachers, Elementary School Teachers, Number Concepts, Number Systems

Díez-Palomar, Javier – ZDM: The International Journal on Mathematics Education, 2020

In this paper, dialogue among a group of adult women with basic adult education is examined. Women read books of mathematics in the context of a "dialogic mathematics gathering" (DMG). There is limited evidence in research on how adults develop their 'numerical understanding'. The objective of this study is to analyze how adults engage…

Descriptors: Females, Critical Thinking, Adult Basic Education, Numeracy

Qiu, Kailun; Chen, Edward H.; Wan, Sirui; Bailey, Drew H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021

We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a…

Descriptors: Meta Analysis, Number Systems, Mathematics Education, Mathematics Achievement

Chan, Winnie Wai Lan; Wong, Terry Tin-Yau – Journal of Educational Psychology, 2020

Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover…

Descriptors: Mathematics, Learning Problems, Elementary School Students, Profiles

Yin, Jiaqi; Goh, Tiong-Thye; Yang, Bing; Xiaobin, Yang – Journal of Educational Computing Research, 2021

This study investigated the impact of a chatbot-based micro-learning system on students' learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning…

Descriptors: Educational Technology, Technology Uses in Education, Student Motivation, Academic Achievement