This study explored associations among children's prior attitudes, prior mathematics knowledge, and frequency of digital game use, with children's perceptions of game affordances, and transfer to out-of-game performance when interacting with digital math games, with respect to gender. Participants were 187 children (ages 8-12). An SEM mediation…

Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown only for knowledge of positive magnitudes; the present study is the first, to our knowledge, to examine the connection between magnitude knowledge and math ability with negative integers.…

Digital math apps on touch-screen devices have become popular as effective tools to support mathematics learning. Many apps incorporate gaming elements such as points, stars, coins, or storylines to increase student interest and motivation. However, there is limited research regarding the balance of gaming and mathematics elements and how it…

Students' creativity and self-efficacy in solving mathematical problems remain low. Students with Field Dependent (FD) and Field Independent (FI)cognitive styles have different creativity and self-efficacy. One learning model that is believed to increase students' creativity and self-efficacy is Problem Based Learning (PBL) model. This study aimed…

Gifted students have potential to improve countries and this potential can be revealed and developed in schools where they spend most of their times with other regular students. However, these classrooms have some limitations for them; hence, they need some differentiated activities. Usage of dynamic geometry in mathematics lessons could be an…

The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of situational interest whilst playing the game and to investigate the relationship between situational interest and individual math interest.…

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…

Making connections during math instruction is a recommended practice, but may increase the difficulty of the lesson. We used an avatar video instructor to qualitatively examine the role of linking multiple representations for 24 middle school students learning algebra. Students were taught how to solve polynomial multiplication problems, such as…

This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and student learning outcomes among 1,779 students from 30 Chinese fifth-grade classrooms using a new mathematics curriculum. Measures of mathematics learning…

The aim of the present study was to investigate the development of technological pedagogical content knowledge (TPACK) and Web 2.0 self-efficacy beliefs (W2SEB) and to determine the relationship between them for middle school pre-service mathematics teachers through their involvement in a course designed using a Web 2.0 tools. To achieve this aim,…

This article discusses how to integrate the directed case method to promote concept, process and application learning in an introductory mathematics course. A pretest and posttest design was applied to measure the gains on mathematics content and attitudes towards mathematics for both control and innovative sections. The innovative sections of…

An important goal in the design and development of Intelligent Tutoring Systems (ITSs) is to have a system that adaptively reacts to students' behavior in the short term and effectively improves their learning performance in the long term. Inducing effective pedagogical strategies that accomplish this goal is an essential challenge. To address…

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study…

We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying…

The problems under investigation included (a) Did a directed study of mathematics vocabulary significantly affect student performance levels on standardized mathematical questions? and (b) Did the strategies used in this study significantly affect student performance levels on standardized mathematical questions? The population consisted of…