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Direct linkBelin, Mervenur; Akar, Gülseren Karagöz – Mathematics Teacher Educator, 2020
The understandings prospective mathematics teachers develop by focusing on quantities and quantitative relationships within real numbers have the potential for enhancing their future students' understanding of real numbers. In this article, we propose an instructional sequence that addresses quantitative relationships for the construction of real…
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Number Concepts
Flores, Margaret M.; Hinton, Vanessa M.; Taylor, Ja'Lia J. – Preventing School Failure, 2018
Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 5, Fractions
Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn – Australian Primary Mathematics Classroom, 2015
Find out how to use photographic images to support the conceptual development of proportional thinking. This paper provides insight into a sequenced activity that promotes student engagement and makes links to familiar and unfamiliar contexts.
Descriptors: Visual Aids, Photography, Concept Formation, Mathematical Concepts
Peer reviewedButler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas – Learning Disabilities: Research & Practice, 2003
This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials
