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Schoen, Robert C.; Champagne, Zachary; Whitacre, Ian; McCrackin, Shelby – School Science and Mathematics, 2021

Decades of research conducted worldwide has resulted in a taxonomy for word problems involving additive situations. Research published in the 1980s found that U.S. curricula only exposed first-grade students to a small subset of the easiest types of word problems. Widely adopted curriculum standards in the United States call for first-grade…

Descriptors: Word Problems (Mathematics), Elementary School Mathematics, Textbooks, Incidence

Sianturi, Iwan Andi Jonri; Ismail, Zaleha; Yang, Der-Ching – School Science and Mathematics, 2021

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This…

Descriptors: Mathematics Instruction, Problem Solving, Numbers, Arithmetic

Eames, Cheryl L.; Barrett, Jeffrey E.; Cullen, Craig J.; Rutherford, George; Klanderman, David; Clements, Douglas H.; Sarama, Julie; Van Dine, Douglas W. – School Science and Mathematics, 2020

This study explored children's area estimation performance. Two groups of fourth grade children completed area estimation tasks with rectangles ranging from 5 to 200 square units. A randomly assigned treatment group completed instructional sessions that involved a conceptual area measurement strategy along with numerical feedback. Children tended…

Descriptors: Elementary School Mathematics, Elementary School Students, Grade 4, Computation

Keazer, Lindsay; Jung, Hyunyi – School Science and Mathematics, 2020

Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…

Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Elementary School Mathematics

Colonnese, Madelyn W. – School Science and Mathematics, 2020

Mathematical writing recently has been defined as writing to reason and communicate mathematically. But mathematics instructional resources lack guidance for teachers as to how to implement such writing. The purpose of this paper is to describe how methods of design-based research were used to develop an instructional resource when one does not…

Descriptors: Mathematics Instruction, Content Area Writing, Mathematics Teachers, Professional Personnel

McGee, Daniel Lee; Gonulates, Funda; Hodgson, Theodore; Brewer, Meredith – School Science and Mathematics, 2020

This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii)…

Descriptors: Mathematics Instruction, Grade 3, Intervention, Instructional Effectiveness

Tassell, Janet; Gerstenschlager, Natasha E.; Syzmanski, Toni; Denning, Savannah – School Science and Mathematics, 2020

Innovation is more imperative now than ever before given the upcoming shortage in prepared teachers and the need to produce students with a strong knowledge of mathematics. A sense of urgency is impacting teacher education/preparation programs as instructional practices need to discover how to arm teachers to increase the number of students to be…

Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Mathematics, Metacognition

Hart, Lynn C.; Auslander, Susan S.; Venuto, Nicole; Jacobs, Tiffany; Carothers, Jody; Chestnutt, Cliff – School Science and Mathematics, 2019

The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of…

Descriptors: Elementary School Teachers, Preservice Teachers, Mathematics Instruction, Course Content

Brobst, Joseph A.; Markworth, Kimberly A. – School Science and Mathematics, 2019

We conducted a multi-year study of specialization in elementary mathematics and/or science, using data drawn from a local sample of teachers and a nationwide sample of principals. Using the theory of planned behavior, we compare and contrast teacher and principal views and decision-making processes related to elementary content specialization…

Descriptors: Specialization, Teacher Attitudes, Administrator Attitudes, Principals

Witherspoon, Taajah Felder – School Science and Mathematics, 2019

The goal of this research was to examine fifth graders' understanding of fractions on the number line. This case-study design focused on the various ways that students represented fractions on number lines. Students responded to task-based interview questions by identifying fractions as a number on the number line as well as equivalency and…

Descriptors: Grade 5, Fractions, Numbers, Visual Aids

Casa, Tutita M.; MacSwan, Juliana R.; LaMonica, Kara E.; Colonnese, Madelyn W.; Firmender, Janine M. – School Science and Mathematics, 2019

Curriculum guidelines and professional organizations' recommendations lack details about how often and how much students should write in mathematics and what characteristics should define their writing. This study presents an analytic framework that addresses how often students are prompted in student mathematics books to write, how much they may…

Descriptors: Grade 3, Content Area Writing, Elementary School Mathematics, Elementary School Students

Cormas, Peter C.; Middlemiss, Samantha – School Science and Mathematics, 2019

Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…

Descriptors: Preservice Teachers, Elementary Education, Elementary School Science, Elementary School Mathematics

MacDonald, Beth L.; Westenskow, Arla; Moyer-Packenham, Patricia S.; Child, Barbara – School Science and Mathematics, 2018

Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing…

Descriptors: Mathematics Instruction, Algebra, Elementary School Students, Concept Formation

Amador, Julie M. – School Science and Mathematics, 2018

As teachers design lessons, their considerations influence their instructional practice. Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations…

Descriptors: Lesson Plans, Teacher Characteristics, Gender Differences, Elementary School Mathematics

McGee, Daniel; Richardson, Patrick; Brewer, Meredith; Gonulates, Funda; Hodgson, Theodore; Weinel, Rebecca – School Science and Mathematics, 2017

While conceptual understanding of properties, operations, and the base-ten number system is certainly associated with the ability to access math facts fluently, the role of math fact memorization to promote conceptual understanding remains contested. In order to gain insight into this question, this study looks at the results when one of three…

Descriptors: Elementary School Mathematics, Mathematics Instruction, Curriculum Implementation, Standardized Tests