Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 3 |
Descriptor
Arithmetic | 3 |
Foreign Countries | 3 |
Mathematical Concepts | 3 |
Numbers | 3 |
Mathematics Education | 2 |
Algebra | 1 |
Comparative Analysis | 1 |
Computation | 1 |
Concept Formation | 1 |
Cultural Differences | 1 |
Elementary School Mathematics | 1 |
More ▼ |
Source
Cognition and Instruction | 3 |
Author
Ding, Meixia | 1 |
Kainulainen, Mikko | 1 |
Lehtinen, Erno | 1 |
Li, Xiaobao | 1 |
McMullen, Jake | 1 |
Vamvakoussi, Xenia | 1 |
Vosniadou, Stella | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Education | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Grade 5 | 2 |
Grade 6 | 2 |
Intermediate Grades | 2 |
Early Childhood Education | 1 |
Grade 11 | 1 |
Grade 2 | 1 |
Grade 7 | 1 |
Grade 9 | 1 |
More ▼ |
Audience
Location
China | 1 |
Finland | 1 |
Greece (Athens) | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
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
Ding, Meixia; Li, Xiaobao – Cognition and Instruction, 2010
This study examines presentations of the distributive property (DP) in two widely used U.S. elementary text series and one main Chinese text series along three dimensions: problem contexts, typical problem types within each problem context, and variability in using the DP. In general, the two U.S. texts were found to resemble each other but to…
Descriptors: Comparative Analysis, Mathematics Education, Textbooks, Elementary School Mathematics
Vamvakoussi, Xenia; Vosniadou, Stella – Cognition and Instruction, 2010
We present an empirical study that investigated seventh-, ninth-, and eleventh-grade students' understanding of the infinity of numbers in an interval. The participants (n = 549) were asked how many (i.e., a finite or infinite number of numbers) and what type of numbers (i.e., decimals, fractions, or any type) lie between two rational numbers. The…
Descriptors: Secondary School Students, Intervals, Numbers, Mathematics