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Download full textResnick, Ilyse; Newcombe, Nora; Goldwater, Micah – Journal of Numerical Cognition, 2023
There is strong evidence from research conducted in the United States that fraction magnitude understanding supports mathematics achievement. Unfortunately, there has been little research that examines if this relation is present across educational contexts with different approaches to teaching fractions. The current study compared fourth and…
Descriptors: Elementary School Students, Grade 4, Grade 6, Mathematics Skills
Seah, Rebecca; Horne, Marj – Mathematics Education Research Group of Australasia, 2021
As a multifaceted concept, the learning of angle concepts takes years to achieve and is beset with challenges. This paper explores how the processes of constructing and validating a learning progression in geometric reasoning can be used to generate targeted teaching advice to support the learning of angle concept. Data from 1090 Year 4 to Year 10…
Descriptors: Geometry, Geometric Concepts, Learning Processes, Mathematics Instruction
Direct linkVale, Colleen; Widjaja, Wanty; Herbert, Sandra; Bragg, Leicha A.; Loong, Esther Yoon-Kin – International Journal of Science and Mathematics Education, 2017
Explaining appears to dominate primary teachers' understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Grade 4
