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Schukajlow, Stanislaw; Krug, AndrĂ© – Journal for Research in Mathematics Education, 2014

Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students' interest-related motivational orientations is an open question. In this article, we report the results of an experimental study (N = 145) that was carried out to…

Descriptors: Mathematics Instruction, Problem Solving, Prompting, Relevance (Education)

Philipp, Randolph A.; Ambrose, Rebecca; Lamb, Lisa L. C.; Sowder, Judith T.; Schappelle, Bonnie P.; Sowder, Larry; Thanheiser, Eva; Chauvot, Jennifer – Journal for Research in Mathematics Education, 2007

In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children's mathematical thinking by watching children on video or working directly with children, (b) concurrently visit elementary school classrooms of conveniently located or specially…

Descriptors: Field Experience Programs, Mathematical Logic, Thinking Skills, Methods Courses

Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy – Journal for Research in Mathematics Education, 2010

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…

Descriptors: Mathematics Education, Teacher Characteristics, Scores, Faculty Development

Gavin, M. Katherine; Casa, Tutita M.; Adelson, Jill L.; Firmender, Janine M. – Journal for Research in Mathematics Education, 2013

The primary goal of Project M[superscript 2] was to develop and field-test challenging geometry and measurement units for all K-2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open-response…

Descriptors: Grade 2, Elementary School Mathematics, Geometry, Measurement

Newton, Jill A.; Kasten, Sarah E. – Journal for Research in Mathematics Education, 2013

The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb…

Descriptors: Academic Standards, State Standards, Alignment (Education), Educational Assessment

Jacobs, Jennifer K.; Hiebert, James; Givvin, Karen Bogard; Hollingsworth, Hilary; Garnier, Helen; Wearne, Diana – Journal for Research in Mathematics Education, 2006

Debates about the future of school mathematics in the United States often center on whether standards-based instruction is improving or undermining students' achievement. Critical for making progress in these debates is information about the actual nature of classroom practice in U.S. classrooms. This article focuses on one key element of…

Descriptors: Mathematics Achievement, Mathematics Instruction, Grade 8, National Standards

Guberman, Steven R. – Journal for Research in Mathematics Education, 2004

The study reported in this article examined relations between ethnicity, out-of-school activities, and arithmetical achievements in Latin American and Korean American children in first, second, and third grades. Three types of data were collected: parents' educational attitudes and beliefs, parents' reports of children's everyday activities with…

Descriptors: Comparative Analysis, Latin Americans, Educational Attitudes, Arithmetic

Noll, Jennifer; Shaughnessy, J. Michael – Journal for Research in Mathematics Education, 2012

Sampling tasks and sampling distributions provide a fertile realm for investigating students' conceptions of variability. A project-designed teaching episode on samples and sampling distributions was team-taught in 6 research classrooms (2 middle school and 4 high school) by the investigators and regular classroom mathematics teachers. Data…

Descriptors: Sampling, Mathematics Teachers, Middle Schools, High Schools

Sherman, Milan F.; Walkington, Candace; Howell, Elizabeth – Journal for Research in Mathematics Education, 2016

Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a…

Descriptors: Comparative Analysis, Textbooks, Algebra, Mathematics

Kolovou, Angeliki; van den Heuvel-Panhuizen, Marja; Koller, Olaf – Journal for Research in Mathematics Education, 2013

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

Descriptors: Intervention, Algebra, Student Improvement, Problem Solving

Joram, Elana; Gabriele, Anthony J.; Bertheau, Myrna; Gelman, Rochel; Subrahmanyam, Kaveri – Journal for Research in Mathematics Education, 2005

Mathematics educators frequently recommend that students use strategies for measurement estimation, such as the reference point or benchmark strategy; however, little is known about the effects of using this strategy on estimation accuracy or representations of standard measurement units. One reason for the paucity of research in this area is that…

Descriptors: Measurement, Computation, Grade 3, Elementary School Mathematics

Dyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger-Das, Brenna – Journal for Research in Mathematics Education, 2015

The efficacy of a research-based number-sense intervention for low-achieving kindergartners was examined. Children (N = 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual…

Descriptors: Kindergarten, Numeracy, Number Concepts, Intervention

Szilagyi, Janka; Clements, Douglas H.; Sarama, Julie – Journal for Research in Mathematics Education, 2013

This study investigated the development of length measurement ideas in students from prekindergarten through 2nd grade. The main purpose was to evaluate and elaborate the developmental progression, or levels of thinking, of a hypothesized learning trajectory for length measurement to ensure that the sequence of levels of thinking is consistent…

Descriptors: Elementary School Mathematics, Thinking Skills, Cognitive Processes, Young Children

Peer reviewed

Palmiter, Jeanette R. – Journal for Research in Mathematics Education, 1991

A study compared the performance of two groups of university students. One group (n=40) was taught calculus using a computer algebra system whereas the other (n=41) used paper-and-pencil computations. The computer group scored significantly higher than their counterparts on both a conceptual knowledge test and a calculus computational exam. (JJK)

Descriptors: Calculus, College Mathematics, Comparative Analysis, Computation

Peer reviewed

Prigge, Glenn R. – Journal for Research in Mathematics Education, 1978

Three instructional settings were compared to determine which was most effective: no aids, two-dimensional aids, or three-dimensional aids. Results favored the three-dimensional aids. (MP)

Descriptors: Comparative Analysis, Educational Research, Elementary Education, Elementary School Mathematics