The intangible concept of data, as part of statistical literacy, can be complex for young children to grasp. Inquiry as a pedagogy has potential for supporting student development of statistical literacy as the investigation process is driven by the inquiry question. The aim of this paper is to gain insight into how a teacher's communication…

This study investigated the effects of working memory load (WML) and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Results from 73 fourth graders showed that WML, automaticity, and their interaction had significant effects on mental addition.…

Cross-sectional studies such as TIMSS can reveal associations between teaching practices and student achievement that are against expectations with the theory of Educational Effectiveness Research. Therefore, this paper extends TIMSS 2019 study into a follow-up approach examining what is the contribution of TIMSS educational assessment in Teacher…

There have been many efforts to measure pedagogical content knowledge with multiple-choice survey instruments, but little is known about how different types of items contribute. In this study, we examined interviews with 9 Grade 4 teachers to develop a deeper understanding of how teachers select pedagogical representations in the context of a…

This longitudinal study aimed to determine changes in students' predictive reasoning across one year. Forty-four Australian students predicted future temperatures from a table of maximum monthly temperatures, explained their predictive strategies, and represented the data at two time points: Grade 3 and 4. Responses were analysed using a…

Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd and 4th grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first two years of an experimental research project.…

In this exploratory study, we documented teachers' knowledge of children's mathematical thinking as they engaged in the task of anticipating children's strategies for an equal sharing fraction problem. To elicit an array of knowledge, 18 teachers were deliberately selected with a variety of numbers of years participating in professional…

To better understand the role that ways of reasoning play in students' success on integer addition and subtraction problems, we examined the relationship between students' flexible use of ways of reasoning and their performance on integers open number sentences. Within groups of students in 3 participant groups--39 2nd and 4th graders who had…

This paper focuses on meaning making as a process that can transform English learners' participation in mathematics. Using selected video transcripts from a one year long project in a fourth grade bilingual classroom, the paper documents the development of participation along a continuum of meaning making, from preparing students to transform…

Schumacher and Nash (1991) theorize that writing provides an avenue for people to reorganize their knowledge. Kieren (1988) is one of several researchers who theorize that children's school fraction experiences should begin with personal knowledge of fractions. The purpose of this study was to determine whether or not children who engaged in…

A study investigated the development of metacognitive strategy instruction on standardized reading comprehension measures with fourth grade students. Forty-one subjects were assigned to one of three criterion reading groups, based on pretest scores using the Stanford Diagnostic Reading Test (SDRT) and the Wide Range Achievement Test: (1)…

The purpose of this exploratory, descriptive study was to examine how children process different tasks of comprehension presented in graphical form. During the Spring 1981, 8 fourth graders and 9 seventh graders were interviewed. The children were presented with graphs accompanied by six questions reflecting three levels of comprehension:…

This study is part of a longitudinal study of 22 elementary school children observed over a 3-year time span in the classroom and in individual task-based interviews. Through the examination of videotaped structured clinical interviews of Marcia, the first in 1992 when she was 9 years old (4th-grade), this study seeks to draw inferences about her…

A two-year study was conducted with fourth-grade children in the context of extensive teaching experiments concerned with the learning of rational number concepts. Representational difficulties in using the number line model were investigated. While instruction in the second year attempted to resolve observed learning difficulties, the results of…

This study analyzed graphical solutions of 344 students in grades 4 through college who were administered a 40-item assessment of basic fraction concepts. Of particular interest were six problems that required students to complete the whole given a fractional part presented in area contexts and set contexts. Results indicated that fourth graders…