Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Grade 5 | 2 |
| Mathematical Concepts | 2 |
| Mathematics Instruction | 2 |
| Number Systems | 2 |
| Numbers | 2 |
| Arithmetic | 1 |
| Charter Schools | 1 |
| Comprehension | 1 |
| Computation | 1 |
| Correlation | 1 |
| Elementary School Mathematics | 1 |
| More ▼ | |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Grade 5 | 2 |
| Middle Schools | 2 |
| Elementary Education | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkFazio, Lisa K.; Bailey, Drew H.; Thompson, Clarissa A.; Siegler, Robert S. – Grantee Submission, 2014
We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…
Descriptors: Mathematics Instruction, Mathematical Concepts, Numbers, Mathematics Achievement
Friedlander, Alex – Mathematics Teaching in the Middle School, 2009
Infinity and infinitely small numbers pique the curiosity of middle school students. From a very young age, many students are intrigued, interested, and even fascinated by extremely large or extremely small numbers or quantities. This article describes an activity that takes this curiosity about infinity into the domain of adding the numbers of an…
Descriptors: Numbers, Mathematical Concepts, Grade 5, Arithmetic
