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Direct linkShilo, Anat; Kramarski, Bracha – ZDM: The International Journal on Mathematics Education, 2019
This study aims to investigate a mathematical-metacognitive discourse model with IMPROVE metacognitive self-question prompts (What, How/When, and Why) in order to promote a deeper level of discourse in mathematics classes. The study involved 32 math teachers and 824 fifth-grade students (from 32 public schools) from one district in Israel.…
Descriptors: Metacognition, Case Studies, Video Technology, Mathematics Instruction
Broza, Orit; Kolikant, Yifat Ben-David – ZDM: The International Journal on Mathematics Education, 2015
The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS…
Descriptors: Elementary School Mathematics, Grade 5, Mathematics Instruction, Mathematics Achievement
de Beer, Huub; Gravemeijer, Koeno; van Eijck, Michiel – ZDM: The International Journal on Mathematics Education, 2015
To prepare students for participation in our society, where interpreting, representing, and manipulating of dynamic phenomena are becoming key activities, we believe that one should start developing a mathematical understanding of change at an early age. We therefore started a design research project to teach the concept of instantaneous speed in…
Descriptors: Mathematics Skills, Skill Development, Grade 5, Elementary School Students
