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 |
Comparative Analysis | 3 |
Grade 1 | 3 |
Mathematics Instruction | 3 |
Foreign Countries | 2 |
Number Concepts | 2 |
Number Systems | 2 |
Numbers | 2 |
Numeracy | 2 |
Comparative Education | 1 |
Comparative Testing | 1 |
More ▼ |
Source
International Journal for… | 3 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Tests/Questionnaires | 1 |
Education Level
Grade 1 | 3 |
Elementary Education | 2 |
Early Childhood Education | 1 |
Grade 2 | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Primary Education | 1 |
Audience
Location
China | 1 |
Greece | 1 |
Israel | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Shahbari, Juhaina Awawdeh – International Journal for Mathematics Teaching and Learning, 2017
The study investigates the mathematical and the pedagogical content knowledge among in-service and pre-service first- and second-grade mathematics teachers. The sample of 300 subjects consisted of 150 first- and second-grade in-service teachers and 150 pre-service teachers studying in a college of education, 75 of whom were first-year students and…
Descriptors: Mathematics Skills, Pedagogical Content Knowledge, Mathematics Instruction, Elementary School Teachers
Cheng, Qiang; Wang, Jian – International Journal for Mathematics Teaching and Learning, 2012
As a key concept in early mathematics curriculum, number sense is crucial for children's learning of other mathematics concepts. An earlier curriculum with a strong focus on number sense development presumably helps children perform better in mathematics later on. Chinese students outperformed their United States (U.S.) peers on number sense at…
Descriptors: Mathematics Curriculum, Textbooks, Foreign Countries, Number Concepts
Skoumpourdi, Chrysanthi – International Journal for Mathematics Teaching and Learning, 2010
The aim of this paper is to investigate the ways in which the number line can function in solving mathematical tasks by first graders (6 year olds). The main research question was whether the number line functioned as an auxiliary means or as an obstacle for these students. Through analysis of the 32 students' answers it appears that the number…
Descriptors: Grade 1, Mathematics Instruction, Problem Solving, Mathematical Applications