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Polly, Drew, Ed. – IGI Global, 2015

Common Core education standards establish a clear set of specific ideas and skills that all students should be able to comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. "Cases on Technology Integration in Mathematics Education" provides a compilation…

Descriptors: Technology Integration, Mathematics Instruction, Educational Technology, Spreadsheets

Mowrey, Sascha C.; Farran, Dale C. – Journal of Urban Learning, Teaching, and Research, 2016

The middle grades are a critical transition period in students' mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers' and parents' judgments of students' math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents…

Descriptors: Teacher Evaluation, Academic Achievement, Parent Attitudes, Middle School Teachers

Kim, Dong-Joong; Kang, Hyangim; Lee, Hyun-Joo – International Education Studies, 2015

The purpose of this study is to investigate characteristics of limit concepts through the simultaneous use of historical and experimental epistemologies. Based on a historical epistemology which is an investigation of historical developments in a mathematical concept raised in the history of mathematics, four different developments of limit…

Descriptors: Foreign Countries, Elementary School Students, High School Students, Grade 5

Bautista, Alfredo; Cañadas, María C.; Brizuela, Bárbara M.; Schliemann, Analúcia D. – Journal of Education and Training Studies, 2015

There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers' instructional practices. In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program. This topic is relevant because while many studies have investigated…

Descriptors: Mathematics Instruction, Graphs, Teaching Methods, Faculty Development

Louisiana Department of Education, 2016

The Louisiana mathematics standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what mathematically proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to do…

Descriptors: Mathematics Instruction, State Standards, Kindergarten, Elementary Secondary Education

Vermeulen, Cornelis; Meyer, Bronwin – African Journal of Research in Mathematics, Science and Technology Education, 2017

This article reports on a study that investigated the extent to which 57 Grade 6 students at a particular school have misconceptions regarding equality, with the equal sign as focus. It also investigated this school's three Grade 5 and 6 teachers' mathematical knowledge for teaching regarding equality, again focusing on the equal sign. The…

Descriptors: Elementary School Students, Middle School Students, Grade 6, Mathematics Education

McKinney, Sueanne; Hinton, KaaVonia – Linworth, 2010

Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. To date, a vast majority of classrooms continue to fall short in the implementation and direction of NCTM Principles and Standards for School Mathematics (PSSM), in part because most of these classrooms…

Descriptors: Reading Lists, Prior Learning, Mathematical Concepts, Mathematics Teachers

Clements, Peggy; Buffington, Pamela; Tobey, Cheryl – Society for Research on Educational Effectiveness, 2013

Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses.…

Descriptors: Middle School Students, Misconceptions, Mathematical Concepts, Secondary School Mathematics

Woodward, John; Beckmann, Sybilla; Driscoll, Mark; Franke, Megan; Herzig, Patricia; Jitendra, Asha; Koedinger, Kenneth R.; Ogbuehi, Philip – What Works Clearinghouse, 2012

The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these…

Descriptors: Mathematics Instruction, Problem Solving, Educational Research, Evidence

Çelik, Derya – International Journal for Mathematics Teaching and Learning, 2015

Linear algebra is one of the most challenging topics to learn and teach in many countries. To facilitate the teaching and learning of linear algebra, priority should be given to epistemologically analyze the concepts that the undergraduate students have difficulty in conceptualizing and to define their ways of reasoning in linear algebra. After…

Descriptors: Algebra, Mathematics Instruction, Mathematical Concepts, Concept Formation

McAllister, Deborah A.; McDonald, Shirley A.; Bothman, Susan M. – Online Submission, 2010

The activities contained in this document have been presented at several conference sessions. Participants engaged in hands-on activities for Grades 3 through 8 that utilized a deck of playing cards to meet mathematics content and process standards. Activities included variations of card games, but with a mathematical twist, and other card-based…

Descriptors: Preservice Teacher Education, Educational Games, Manipulative Materials, Experiential Learning

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric – Grantee Submission, 2015

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional…

Descriptors: Algebra, Mathematics Instruction, Curriculum, Educational Objectives

Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…

Descriptors: Program Effectiveness, Foreign Countries, Middle Schools, Textbooks

Drageset, Ove Gunnar – Mathematics Education Research Group of Australasia, 2014

This article develops three different types of student explanations and studies how teachers respond to these. The data come from five classrooms at upper grade 5-7 (ages from eleven to thirteen) where all mathematics teaching for one week was filmed. These films were transcribed and student explanations identified. Through a close inspection of…

Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Grade 5

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B. – Journal of Computers in Mathematics and Science Teaching, 2016

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Descriptors: Games, Mathematics, Mathematics Instruction, Intervention

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