Research on puppets in Intermediate Phase mathematics is in its infancy. According to Vygotsky, play affords a playful element that can optimise learning opportunities. However, many mathematics teachers are unfamiliar with the integration of pedagogy of play (PoP) (in this case, puppetry). The aim of this paper is to report on one participant's…

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of…

The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers' views of HW have received limited attention. In this study, we survey primary pre-service teachers' ('PSTs') views of HW use (n = 45 teaching grades 2-5; n = 39 teaching…

The concept of fractions is perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the complexity is fractions having five interrelated constructs: part-whole, ratio, operator, quotient, and measure. In this study, we used this framework to investigate the…

In many Western countries, there has been an emphasis on ways in which to support teachers to shift practice from traditional mathematics instruction to inquiry-based classrooms. As a form of professional learning and development, lesson study offers the potential for teachers to develop their ability to respond to students' thinking through…

The relationship between mathematical creativity (MC) and mathematical problem-solving performance (MP) has often been studied but the causal relation between these two constructs has yet to be clearly reported. The main purpose of this study was to define the causal relationship between MC and MP. Data from a representative sample of 480…

Evaluated an experimental program in which students were taught to design models as a tool in the learning of percentages and compared results with outcomes from a control group in which teachers directly provided models. Results for 121 fifth graders in The Netherlands show significantly better performance in experimental condition than in the…

Twenty primary school students were randomly assigned by a matching procedure to either an experimental or control group. During the whole school year, both groups were taught mathematics according to the curriculum in the school; however, the groups followed different programs in fractions. Students in the experimental curriculum were provided…

Focused on two fifth graders in the Netherlands and studied two approaches to working with models in primary mathematics education: providing models versus designing models in coconstruction. Findings suggest that understanding may be improved by models students made themselves, and that students of this age are able to design models working…

Examines the effects of a teaching strategy in which fifth-grade students evaluated the strengths or weaknesses of solution methods to pattern finding problems, including an experimental and control group each consisting of 34 elementary students, in Japan. The experimental group showed a significantly better performance on the retention test…

Describes a typical fifth-grade mathematics lesson as taught in a Japanese elementary school, followed by a reflective commentary focused on problem solving, using manipulative aids, and multiple solutions. (ASK)

Defining better implicit models of children's actions in a series of situations is of paramount importance to understanding how knowledge is constructed. The objective of this study was to analyze the implicit mental models used by children in complex change problems to understand the stability of the models and their evolution with the child's…

One important finding from recent research on multiplication word problems is that children's performances are strongly affected by the nature of the multiplier (whether it is an integer, decimal larger than 1 or a decimal smaller than 1). On the other hand, the size of the multiplicand has little or no effect on problem difficulty. The aim of the…

England's National Literacy and Numeracy Strategies are designed to raise standards for all pupils. Though the skills they address are basic and need to be built up throughout the primary years, at the early stage of implementing the strategies, many older pupils will not have reached the standards expected of Year 6 pupils in future years. This…

Studied the teaching and learning of fractions in two matched groups of 10 9-10-year-olds in the Netherlands. In the experimental group, fractions were introduced using the bar and number line as mental models, while the control group used fair sharing and the circle model. The experimental group showed more proficiency in fractions after 1 year.…