Publication Date

In 2019 | 0 |

Since 2018 | 2 |

Since 2015 (last 5 years) | 4 |

Since 2010 (last 10 years) | 11 |

Since 2000 (last 20 years) | 15 |

Descriptor

Grade 4 | 12 |

Elementary School Mathematics | 9 |

Mathematics Instruction | 8 |

Grade 2 | 7 |

Grade 3 | 7 |

Grade 5 | 5 |

Teaching Methods | 5 |

Arithmetic | 4 |

Case Studies | 4 |

Elementary School Students | 4 |

Mathematical Concepts | 4 |

More ▼ |

Source

Journal for Research in… | 15 |

Author

Publication Type

Journal Articles | 15 |

Reports - Research | 14 |

Tests/Questionnaires | 2 |

Reports - Evaluative | 1 |

Education Level

Grade 4 | 15 |

Elementary Education | 13 |

Grade 2 | 8 |

Grade 3 | 8 |

Grade 5 | 8 |

Intermediate Grades | 5 |

Primary Education | 5 |

Early Childhood Education | 4 |

Grade 6 | 4 |

Grade 7 | 3 |

Middle Schools | 3 |

More ▼ |

Audience

Teachers | 2 |

Location

Massachusetts | 1 |

Tennessee | 1 |

Texas | 1 |

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Cullen, Amanda; Eames, Cheryl L.; Cullen, Craig J.; Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H.; Van Dine, Douglas W. – Journal for Research in Mathematics Education, 2018

We examine the effects of 3 interventions designed to support Grades 2-5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to…

Descriptors: Elementary School Students, Grade 2, Grade 3, Grade 4

Lamb, Lisa A.; Bishop, Jessica Pierson; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Journal for Research in Mathematics Education, 2018

In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis…

Descriptors: Problem Solving, Grade 2, Grade 4, Grade 7

Earnest, Darrell – Journal for Research in Mathematics Education, 2017

This article reports on elementary students' understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students' performances were significantly different as a…

Descriptors: Time, Problem Solving, Elementary School Students, Elementary School Mathematics

English, Lyn D.; Watson, Jane M. – Journal for Research in Mathematics Education, 2016

The authors analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. After observing the decreasing variation from the theoretical probability as the sample size…

Descriptors: Elementary School Mathematics, Elementary School Students, Mathematical Concepts, Concept Formation

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

Turner, Erin; Dominguez, Higinio; Maldonado, Luz; Empson, Susan – Journal for Research in Mathematics Education, 2013

This study investigated discursive positioning moves that facilitated Latino/a English learners' (ELs) opportunities to take on agentive problem-solving roles in group mathematical discussion. A focus on mechanisms that support students' agentive participation is consistent with the authors' view that recurrent experiences participating and being…

Descriptors: English Language Learners, Student Participation, Mathematics Education, Learner Engagement

Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom

Wood, Marcy B. – Journal for Research in Mathematics Education, 2013

Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used positioning…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 4, Identification (Psychology)

Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah – Journal for Research in Mathematics Education, 2012

This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted…

Descriptors: Professional Development, Academic Achievement, Mathematics, Mathematics Instruction

Kamii, Constance; Russell, Kelly A. – Journal for Research in Mathematics Education, 2012

Based on Piaget's theory of logico-mathematical knowledge, 126 students in grades 2-5 were asked 6 questions about elapsed time. The main reason found for difficulty with elapsed time is children's inability to coordinate hierarchical units (hours and minutes). The educational implications drawn are that students must be encouraged to think about…

Descriptors: Piagetian Theory, Cognitive Development, Time, Time Perspective

Matthews, Percival; Rittle-Johnson, Bethany; McEldoon, Katherine; Taylor, Roger – Journal for Research in Mathematics Education, 2012

Knowledge of the equal sign as an indicator of mathematical equality is foundational to children's mathematical development and serves as a key link between arithmetic and algebra. The current findings reaffirmed a past finding that diverse items can be integrated onto a single scale, revealed the wide variability in children's knowledge of the…

Descriptors: Symbols (Mathematics), Elementary School Students, Mathematics Tests, Test Items

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

Van Dooren, Wim; De Bock, Dirk; Evers, Marleen; Verschaffel, Lieven – Journal for Research in Mathematics Education, 2009

Previous research has shown that when confronted with missing-value word problems, primary school students strongly tend to use proportional solution approaches, even if these approaches are inappropriate. The authors investigated whether (besides the missing-value formulation of word problems) the numbers appearing in word problems are part of…

Descriptors: Cues, Word Problems (Mathematics), Primary Education, Problem Solving

Truxaw, Mary P.; DeFranco, Thomas C. – Journal for Research in Mathematics Education, 2008

This article reports on models of teaching that developed as outgrowths of a study of middle-grades mathematics classes. Three specific cases are highlighted that represent deductive (associated with univocal), inductive (associated with dialogic), and mixed (a hybrid of deductive and inductive) models of teaching. Teaching practices associated…

Descriptors: Mathematics Instruction, Teaching Methods, Teaching Models, Middle Schools

Carraher, David W.; Schliemann, Analucia D.; Brizuela, Barbara M.; Earnest, Darrell – Journal for Research in Mathematics Education, 2006

Algebra instruction has traditionally been postponed until adolescence because of historical reasons (algebra emerged relatively recently), assumptions about psychological development ("developmental constraints" and "developmental readiness"), and data documenting the difficulties that adolescents have with algebra. Here we…

Descriptors: Mathematics Curriculum, Mathematics Education, Algebra, Elementary School Mathematics

Saenz-Ludlow, Adalira – Journal for Research in Mathematics Education, 2004

Fourth-grade students who participated in a yearlong, whole-class teaching experiment not only reconceptualized natural numbers but also generated flexible solution strategies to perform numerical computations mentally and in writing. Students' reconceptualization of number was mediated by their perceived resemblance between the physical action of…

Descriptors: Figurative Language, Semiotics, Computer Uses in Education, Concept Formation