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Jarry-Shore, Michael; Kobiela, Marta – Elementary School Journal, 2020

In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students' standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did--what we refer to as…

Descriptors: Preservice Teachers, Elementary School Teachers, Learning Strategies, Problem Solving

Litke, Erica; Hill, Heather C. – Elementary School Journal, 2020

Understanding and analyzing data is a crucial aspect of quantitative literacy in the 21st century, leading scholars and policy makers to push for more rigorous instruction in this area rooted in statistical investigation. In this study, we examine 144 upper-elementary mathematics lessons on data and statistics topics to assess the extent to which…

Descriptors: Mathematics Instruction, Elementary School Students, Graphs, Statistics

Anagnostopoulos, Dorothea; Cavanna, Jillian; Charles-Harris, Sian – Elementary School Journal, 2020

Beginning teachers (BTs) are increasingly expected to teach ambitiously from day one. However, they continue to face classroom management challenges. This study presents case studies of two elementary BTs that explore (1) the relationship between BTs' management and instructional practices in mathematics and English language arts and (2) its…

Descriptors: Beginning Teachers, Elementary School Teachers, Classroom Techniques, Teaching Methods

Mantzicopoulos, Panayota; French, Brian F.; Patrick, Helen – Elementary School Journal, 2019

We examined associations between the quality of kindergarten teachers' mathematics instruction and their students' achievement and motivation in mathematics. Using a sample of 20 kindergarten teachers and their 285 students, we rated 5 video-recorded mathematics lessons per teacher throughout the spring semester with the Mathematical Quality of…

Descriptors: Educational Quality, Mathematics Instruction, Learning Motivation, Kindergarten

Chow, Jason C.; Wehby, Joseph H. – Elementary School Journal, 2019

The purposes of this study were (a) to test the efficacy of whole-class equal-sign instruction, (b) to contrast the effects of symbolic and nonsymbolic instructional representation, (c) to determine whether visual representation compensated for language deficits, and (d) to evaluate maintenance of intervention. We randomly assigned 195 children…

Descriptors: Grade 2, Symbols (Mathematics), Elementary School Mathematics, Mathematics Instruction

Goldin, Simona; O'Neill, Michaela Krug; Naik, Shweta Shripad; Zaccarelli, Florencia Gomez – Elementary School Journal, 2019

We examine (a) the development of 3 student learning practices (SLPs)--listening, speaking publicly, and making and using records--that are central to participation and engagement in academically ambitious classrooms and (b) the teacher's work supporting the enactment of the SLPs in the context of a summer mathematics laboratory. We identify…

Descriptors: Learning Strategies, Listening, Public Speaking, Teacher Role

Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S. – Elementary School Journal, 2018

Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In…

Descriptors: Correlation, Mathematics Instruction, Academic Achievement, National Competency Tests

Gilmour, Allison F.; Henry, Gary T. – Elementary School Journal, 2018

Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

Descriptors: Comparative Analysis, Teacher Effectiveness, Mathematics Teachers, Mathematics Instruction

Wilhelm, Anne Garrison; Munter, Charles; Jackson, Kara – Elementary School Journal, 2017

The nature of mathematical activity and discourse that teachers foster in classrooms is likely influenced by their explanations of sources of students' difficulty. Several small-scale qualitative studies suggest that how teachers make sense of student difficulty matters for whether they engage all of their students in rigorous mathematical…

Descriptors: Mathematics Activities, Mathematics Instruction, Mathematics Teachers, Mathematics

Powell, Sarah R.; Nelson, Gena – Elementary School Journal, 2017

Competency with mathematics requires use of numerals and symbols as well as an understanding and use of mathematics vocabulary (e.g., "add," "more," "triangle"). Currently, no measures exist in which the primary function is to gauge mathematics-vocabulary understanding. We created a 64-item mathematics-vocabulary…

Descriptors: Mathematics Instruction, Vocabulary Development, Grade 1, Elementary School Students

Hiebert, James; Berk, Dawn; Miller, Emily – Elementary School Journal, 2017

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

Descriptors: Mathematics Instruction, Mathematics Teachers, Longitudinal Studies, Teacher Education Programs

Carney, Michele B.; Cavey, Laurie; Hughes, Gwyneth – Elementary School Journal, 2017

This article illustrates an argument-based approach to presenting validity evidence for assessment items intended to measure a complex construct. Our focus is developing a measure of teachers' ability to analyze and respond to students' mathematical thinking for the purpose of program evaluation. Our validity argument consists of claims addressing…

Descriptors: Mathematics Instruction, Mathematical Logic, Thinking Skills, Evidence

Schumacher, Robin F.; Malone, Amelia S. – Elementary School Journal, 2017

The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We…

Descriptors: Error Patterns, Mathematics Instruction, Computation, Mathematics Achievement

Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian – Elementary School Journal, 2016

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

Descriptors: Alignment (Education), Teacher Surveys, Classroom Observation Techniques, Mathematics Instruction

Singer-Gabella, Marcy; Stengel, Barbara; Shahan, Emily; Kim, Min-Joung – Elementary School Journal, 2016

Central to ambitious teaching is a constellation of practices we have come to call "leveraging student thinking." In leveraging, teachers position students' understanding and reasoning as a central means to drive learning forward. While leveraging typically is described as a feature of mature practice, in this article we examine…

Descriptors: Teaching Methods, Thinking Skills, Abstract Reasoning, Beginning Teachers