Publication Date
In 2024 | 0 |
Since 2023 | 2 |
Since 2020 (last 5 years) | 10 |
Since 2015 (last 10 years) | 22 |
Since 2005 (last 20 years) | 36 |
Descriptor
Grade 5 | 32 |
Elementary School Students | 23 |
Foreign Countries | 15 |
Grade 4 | 13 |
Grade 6 | 8 |
Teaching Methods | 7 |
Cognitive Processes | 6 |
Grade 3 | 6 |
Mathematics Skills | 6 |
Numbers | 6 |
Statistical Analysis | 6 |
More ▼ |
Source
Cognition and Instruction | 18 |
Journal of Cognition and… | 5 |
Journal of Experimental… | 5 |
Journal of Numerical Cognition | 4 |
Cognition | 3 |
Brain and Cognition | 1 |
Author
Casey, Beth M. | 2 |
McMullen, Jake | 2 |
White, Barbara | 2 |
Agauas, Stephen J. | 1 |
Agesilaou, Andria | 1 |
Allen, Brenda A. | 1 |
Anderson, Karen | 1 |
Anderson, Richard C. | 1 |
Ashby, Jane | 1 |
Azevedo, Flávio S. | 1 |
Bartek, Victoria | 1 |
More ▼ |
Publication Type
Journal Articles | 36 |
Reports - Research | 33 |
Reports - Evaluative | 3 |
Education Level
Grade 5 | 36 |
Elementary Education | 35 |
Intermediate Grades | 24 |
Middle Schools | 24 |
Grade 4 | 17 |
Grade 6 | 11 |
Grade 3 | 10 |
Early Childhood Education | 5 |
Grade 2 | 5 |
Primary Education | 5 |
Secondary Education | 4 |
More ▼ |
Audience
Teachers | 1 |
Location
France | 4 |
California | 3 |
China | 3 |
Finland | 2 |
Michigan | 2 |
Texas | 2 |
Canada | 1 |
China (Beijing) | 1 |
Cyprus | 1 |
Florida | 1 |
Germany (Berlin) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-Design Settings
Kyza, Eleni A.; Agesilaou, Andria – Cognition and Instruction, 2022
Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in…
Descriptors: Researchers, Cooperation, Elementary School Science, Elementary School Teachers
Azevedo, Flávio S.; Mann, Michele J. – Cognition and Instruction, 2022
We investigate fifth-grade students' identity work and science learning at the margins of a science classroom. By "margins" we refer to activities unrelated to formal classroom instructional content and practices, and which unfold across many settings and contexts, including the classroom itself, but also multi-party, social group…
Descriptors: Grade 5, Identification (Psychology), Self Concept, Science Education
Ngo, Vy; Perez Lacera, Luisa; Closser, Avery Harrison; Ottmar, Erin – Journal of Numerical Cognition, 2023
For students to advance beyond arithmetic, they must learn how to attend to the structure of math notation. This process can be challenging due to students' left-to-right computing tendencies. Brackets are used in mathematics to indicate precedence but can also be used as superfluous cues and perceptual grouping mechanisms in instructional…
Descriptors: Mathematics Skills, Arithmetic, Symbols (Mathematics), Computation
Seowon Song; Tianyu Li; Michaela Quintero; Zhe Wang – Journal of Numerical Cognition, 2023
The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students' math anxiety was negatively…
Descriptors: Mathematics Anxiety, Mathematics Achievement, Grade 3, Grade 4
Scheibling-Sève, Calliste; Gvozdic, Katarina; Pasquinelli, Elena; Sander, Emmanuel – Journal of Numerical Cognition, 2022
Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers…
Descriptors: Elementary School Students, Grade 4, Grade 5, Cognitive Processes
Halme, Hilma; Trezise, Kelly; Hannula-Sormunen, Minna M.; McMullen, Jake – Journal of Numerical Cognition, 2022
Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety relate to performance across five tasks that are relevant for the development of mathematics in…
Descriptors: Mathematics Anxiety, Mathematics Achievement, Elementary School Students, Symbols (Mathematics)
Davis, Natalie R.; Schaeffer, Janelle – Cognition and Instruction, 2019
The study of water as a K-12 science idea often divorces its properties from its deeply politicized history as a resource that has been limited, compromised, and intentionally withheld from nondominant communities. Although a robust body of scholarship has aptly critiqued decontextualized and depoliticized pedagogies and called for critical…
Descriptors: Water Pollution, Elementary School Science, Science Instruction, Political Issues
Gerst, Elyssa H.; Cirino, Paul T.; Macdonald, Kelly T.; Miciak, Jeremy; Yoshida, Hanako; Woods, Steven P.; Gibbs, M. Cullen – Journal of Cognition and Development, 2021
The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the…
Descriptors: Cognitive Processes, Reading Processes, Comparative Analysis, Predictor Variables
Wang, Jia; Liu, Ru-De; Star, Jon; Zhen, Rui; Liu, Ying; Hong, Wei – Journal of Cognition and Development, 2021
Previous studies have suggested that there is a left-to-right mental number line, which is based on individuals responding faster when a smaller magnitude is presented on the left visual field and a larger magnitude is presented on the right visual field. This study examined whether the Spatial-Numerical Associations could influence individuals'…
Descriptors: Mathematical Concepts, Reaction Time, Evaluative Thinking, Association (Psychology)
Tian, Jing; Bartek, Victoria; Rahman, Maya Z.; Gunderson, Elizabeth A. – Journal of Cognition and Development, 2021
Number lines and area models are both used pervasively in teaching fractions. Prior studies found that second and third graders demonstrated better magnitude knowledge of proper fractions after a 15-minute training using the number line as compared to using the area model. The current study aimed to extend these findings to improper fractions. We…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Visual Aids
Harlow, Danielle B.; Dwyer, Hilary A.; Hansen, Alexandria K.; Iveland, Ashley O.; Franklin, Diana M. – Cognition and Instruction, 2018
This article integrates an ecological approach and design-based research in computer science education research by following the simultaneous development of a computer programming environment and curriculum for elementary school age children over 2-1/2 years. We studied the alignment of the affordances provided by the programming environment and…
Descriptors: Computer Science Education, Elementary School Students, Programming, Scaffolding (Teaching Technique)
Sun, Jingjng; Anderson, Richard C.; Perry, Michelle; Lin, Tzu-Jung – Cognition and Instruction, 2017
Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Cooperative Learning
Kainulainen, Mikko; McMullen, Jake; Lehtinen, Erno – Cognition and Instruction, 2017
Difficulties with rational numbers have been explained by a natural number bias, where concepts of natural numbers are inappropriately applied to rational numbers. Overcoming this difficulty may require a radical restructuring of previous knowledge. In order to capture this development, we examined third- to fifth-grade students' understanding of…
Descriptors: Numbers, Foreign Countries, Grade 3, Grade 4
Lombardi, Caitlin McPherran; Casey, Beth M.; Pezaris, Elizabeth; Shadmehr, Maryam; Jong, Margeau – Journal of Cognition and Development, 2019
The development of math reasoning and 3-d mental rotation skills are intertwined. However, it is currently not understood how these cognitive processes develop and interact longitudinally at the within-person level -- either within or across genders. In this study, 553 students (52% girls) were assessed from fifth to seventh grades on 3-d mental…
Descriptors: Mathematical Logic, Spatial Ability, Mathematics Skills, Cognitive Processes
Siegelman, Noam; Rueckl, Jay G.; Lo, Jason Chor Ming; Kearns, Devin M.; Morris, Robin D.; Compton, Donald L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Statistical views of reading highlight the link between proficient literacy and the assimilation of various regularities embedded in writing systems, including those in the mapping between print and meaning. Still, orthographic-semantic (O-S) regularities remain relatively understudied, with open questions regarding 3 issues: (a) how O-S…
Descriptors: Orthographic Symbols, Semantics, Reading Skills, Prediction