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Teaching style has long been recognized as a factor influencing students' achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested. [ABSTRACT FROM AUTHOR]

The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 programs, including Bachelor's, Master's, and Credential programs. We found that overwhelmingly US elementary teacher education programs do not meet the aspirations outlined in the AMTE standards, with Master's and Credential programs and those covering all elementary grades particularly falling short. Potential explanations for these challenges and implications for teacher education program design are discussed. [ABSTRACT FROM AUTHOR]

This study investigates the integration of a didactic game developed using Unreal Engine into elementary school mathematics education, specifically focusing on the teaching of fractions. The research aims to answer the following questions: (1) How do students react to the didactic game? (2) What is the difference between experimental and control group of students? The study involved 46 seventh-grade students from a school in the South Moravian Region of the Czech Republic, randomly divided into two groups: one using the didactic game and one following traditional teaching methods. The research employed both qualitative and quantitative methods, including participatory observation, questionnaires, and didactic tests. The findings reveal that while both groups showed significant improvement in their understanding of fractions, the group using the didactic game demonstrated a more considerable progression, with an average increase in test scores from 38.07% to 71.36%. In contrast, the traditional group improved from 54.17% to 79.68%. Students' reactions to the game were mixed, with some expressing enthusiasm despite technical difficulties, while others were less motivated due to hardware limitations. [ABSTRACT FROM AUTHOR]

The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations. It used a latent profile analysis of baseline measurements of digit writing speed, number combination fluency, multidigit calculation, and number sense skills to identify six latent classes: three mathematical learning difficulty classes, two typical classes, and one high-achieving class. The memorization practice produced superior improvement for all classes of students except the high-achievers class. These results suggest that memorization practice with basic number combinations should not be considered poor teaching practice. It is important for teachers to incorporate practices with number combinations that focus on speed and memorization, even for children who struggle with mathematics. [ABSTRACT FROM AUTHOR]

As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers' professional learning related to the appropriate uses of learning technologies. The construct of TPACK continues to provide a framework for the field to help make sense of the knowledge and skills related to effectively integrating learning technologies into teaching. The article includes three vignettes that describe research-aligned enactments of TPACK using three different learning technologies: an internet-based activity focused on lower-level fluency, an internet-based simulation/game on budgeting, and an internet-based open-ended tool. The three vignettes suggest that TPACK can be enacted regardless of the learning technologies and that the culture and context of schools greatly influences whether and how teachers integrate technology into their mathematics teaching. [ABSTRACT FROM AUTHOR]

The traditional approach to mathematics education in elementary schools often fails to engage students fully and can lead to a lack of interest in the subject. Augmented Reality (AR) technology presents a novel opportunity to enhance learning by integrating interactive, immersive experiences that can make mathematics more engaging and understandable for young learners. This study aims to develop and evaluate the effectiveness of AR-based educational games designed specifically for mathematics learning in elementary schools. The primary goal is to determine whether these games can improve students' engagement and mathematical understanding compared to traditional teaching methods. A quasi-experimental design was employed, involving 150 elementary school students from three schools. Participants were divided into a control group, which continued with the standard curriculum, and an experimental group, which used the ARbased games. Data were collected through pre- and post-tests to assess mathematical understanding, as well as student engagement surveys. The findings revealed that students in the experimental group demonstrated significantly higher levels of engagement and improved test scores in mathematics compared to the control group. The AR games were particularly effective in enhancing students' abilities to solve problems and understand complex mathematical concepts. The use of AR-based educational games in mathematics education can significantly enhance student engagement and understanding of the subject. This study suggests that incorporating AR technologies into the elementary school curriculum could be a beneficial strategy to revitalize mathematics education and improve learning outcomes. [ABSTRACT FROM AUTHOR]

The implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in the Philippine basic education has gained traction among educators. Skepticism as to its effectiveness is evident especially in mathematics class where English is the universally recognised medium. This study explored how elementary teachers from a rural school in the Philippines appropriate the MTB-MLE policy in a mathematics classroom. Their attitudes toward the policy and the challenges met in the implementation were examined. An instrumental case study was conducted with documentary analysis, non-participant observation, in-depth interview, and focus group discussion as methods of data collection. Five Grades 1–3 teachers served as participants. Results showed that teachers do not fully observe the policy. They code-switch during discussion and do not religiously use the prescribed teaching guide. Fidelity to the policy is only apparent in the presence of authority. Teachers generally have negative attitudes towards the policy which is due to their colonial thinking, perceived complexity, and non-utilitarian view of the local language. Mismatch in the students' language and the language of instruction, lack of equivalent local terms for some mathematics terms, and haphazardly done teaching and learning materials are the challenges that impede teachers' effective implementation of the policy. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers' perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to primary teachers in the UAE during the spring semester of 2020-2021. The results show teachers' readiness to adopt digital technology in teaching against increased workload. Difficulties emerged in optimizing student performance in online environments. While the institution supports digital integration, teachers prefer traditional in-person classroom instruction. Therefore, the research would inform some educational systems and curriculum planning worldwide on the best way to integrate digital technology within elementary mathematics education. The study aims to close the gap in mathematics education within a digital context to solve the emerging educational demands. [ABSTRACT FROM AUTHOR]

Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. A mixed-method approach was employed, involving a sample of 1,661 students in grade V and grade VI. The study was conducted in two phases. In the first phase, students with suspected dyslexia were identified using the dyslexia checklist for teachers, dyslexia checklist for parents, and dyslexia self-assessment questionnaire. In the second phase, observation and semi-structured interviews were conducted to verify the suspected students with dyslexia. The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers. [ABSTRACT FROM AUTHOR]

This paper reports the results of a study conducted in an elementary education mathematics methods course aimed at increasing elementary preservice teachers '(EPTs) level of professional noticing. Weekly reflections conducted by EPTs from tutoring sessions were video recorded and scored using the Framework for Learning to Notice Student Mathematical Thinking Rubric developed by Van E (2011) to determine the EPTs evel of noticing. Participants were also asked to complete a pre- and post-reflection of their mentor teacher's classroom to assess how the noticing intervention might translate to observations in the classroom. A final component of data collection included reflections from a comparison group of EPTs. Results indicated that there were no significant changes in the tutoring reflections for the participating or comparison group of EPTs. However, the participating group of EPTs demonstrated a significant increase in their level of noticing for classroom observations, providing evidence that levels of noticing could translate between instructional settings. [ABSTRACT FROM AUTHOR]

This study focuses on the implementation of real-time 360° video for the initial training of elementary education mathematics teachers through tele-immersion. It examines how this technology influences the perception, interpretation, and decision-making of preservice teachers, referred to as noticing ability. Based on a descriptive qualitative design, the interactions and decisions of 32 future teachers involved in collaborative statistical problem-solving classes were analyzed. The methodology included four phases of collaboration and reflection, supported by a knowledge management and tele-immersion model using 360° cameras. The results indicated that tele-immersion facilitated a deep immersion in real pedagogical contexts, improving perception and decision-making skills at the level of experienced teachers. The immersion, in synergy with the collaboration between practicing teachers and academic trainers, facilitated an effective transition in several key categories, such as: the role, from student to teacher; the space, from university classroom to school classroom; the knowledge, from general to specific in solving and guiding statistical problems; and the activity, from design to implementation. Despite technical challenges, tele-immersion proved to be an invaluable tool for teacher training, promoting a deeper and more effective integration between theory and practice. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers' perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In the quantitative results, no significant difference between the Cartoon Classroom group and the Bear Classroom group was found in any dimension of perception or noticing, with the exception of perceived authenticity, indicating that these two simulated classrooms are equally useful in teaching simulations and for measuring a teacher's noticing skills. On the other hand, the qualitative results indicated that the Bear Classroom was found to be more authentic and relaxed and to have fewer technical issues than the Cartoon Classroom, whereas the Cartoon Classroom more easily focused the participants' attention on the simulated students' ideas. [ABSTRACT FROM AUTHOR]

One characteristic of high-quality mathematics teaching is supporting students in engaging in tasks of high cognitive demand. In this paper, we explore relationships between two elementary teachers' efforts to integrate computational thinking (CT) practices—abstraction, debugging, and decomposition—into their mathematics instruction and their development of high-level tasks. Teachers engaged in professional development sessions about CT. Using their mathematics curriculum materials as a starting point, teachers then planned mathematics lessons to incorporate attention to at least one CT practice. Researchers transcribed their conversations and qualitatively coded the transcripts using an established framework for assessing the cognitive demand of tasks posed to students. Analyses of the planning conversations suggested that encouraging these teachers to examine their mathematics curriculum materials through the lens of CT practices supported them in adapting tasks from their curriculum materials in ways that raised the cognitive demand. Implications for the use of CT in elementary mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]

Research has shown the importance of helping students, especially those with mild-to-moderate learning disabilities, to offload information during problem-solving. When students can get their thoughts onto paper, number line strategies can help them develop a firm foundation in mathematical problem-solving while understanding the relationships between mathematical operations. These strategies are helpful for the development of addition, subtraction, multiplication, division, and later, fractional mathematics. In this article, we describe the progression of number lines as a supportive strategy for elementary students and those with developmental delays in mathematics to improve mathematical understanding. This strategy is based on students being able to show their work and think about what they have written on paper or how they have used manipulatives. [ABSTRACT FROM AUTHOR]

This study aims to examine the experiences of pre-service elementary mathematics teachers regarding the school experience course conducted through distance education due to the Covid-19 pandemic. The study was conducted with 64 volunteer participants, from students who took the School Experience course in the fall semester of the 2021-2022 academic year at a state university, which was determined by convenience sampling among the universities in Turkey. The data was gathered using Google form at the end of the fall semester, using a data collection tool including 4 open-ended questions. These questions were about general evaluation, contributions, faced problems, and suggestions about the school experience course process. The study is phenomenological research from qualitative research types, and the content analysis method was used to analyze the data. Based on the analysis of the collected data, the following codes were obtained: positive, neutral, and negative under the heading of general evaluation; no contribution, getting to know students, professional skills, and time under the heading of contributions; technological problems, lack of professional skills, professional satisfaction, and communication under the heading of faced problems; and active participation, changing the course content, educational support, face-to-face education, student participation, and technological support under the heading of suggestions [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to develop computational thinking skills in mathematics among elementary school students. This research fosters computational thinking in 7th-grade mathematics students. Design/Methodology/Approach: The design of this research is an experimental quantitative design. An experimental one-group design is used. Participants in the 7th grade from one federal school in Rawalpindi were chosen as samples using convenience sampling procedures. As an instrument, pre- and post-tests were used. The study was scheduled for one month. The paired sample t-test was conducted to compare the average scores of the pretest and post-test. Findings: The result of this study indicates that unplugged games is helpful for developing computational thinking skills among mathematics students at the elementary level. Implications/Originality/Value: It is concluded from the better performance of the students in grade 7th that the difficulty level and structuring the content of the computational thinking skills training design lesson plans were effective and valid. It has also been concluded that to develop computational thinking skills, lesson plans allow students to analyze new information that is new to them and then interpret it. [ABSTRACT FROM AUTHOR]

Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as "more (prior skills) is better (for later learning)." Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning. [ABSTRACT FROM AUTHOR]

Just as elementary mathematics teaching is complex and lacks a single appropriate method, the same is true for mathematics teacher education. There is no consensus around the best approach to preparing prospective mathematics teachers to have a strong command of mathematical concepts, a robust understanding of pedagogical approaches, and a disposition towards children and mathematics that accounts for the historical, sociocultural, and political contexts. We designed a longitudinal, collaborative self-study to explore the experiences and perspectives of each author, their pedagogical design of mathematics teacher education, and the connections of these to prospective teachers' readiness to teach mathematics equitably. As part of a structured reflective process, we engaged in collaborative interrogation of written accounts of our backgrounds, experiences, and instructional choices. We also analyzed, using documentation tables and code mapping, journal entries following teaching sessions and inventories of class assignments to scrutinize if learning outcomes were realized in earnest. Our findings highlight how our personal and professional experiences shape our perspectives on schooling and mathematics teaching and learning, and how we make sense of equity in these contexts. These perspectives are evident in our course design and instruction, although this interrogation has raised questions about the efficacy of our work vis-a-vis our larger goals of preparing critically conscious mathematics teachers. This self-study underscores the imperative for mathematics teacher educators to examine both the contents of their course work and field experiences, as well as understand the reasons why those instructional choices were made. [ABSTRACT FROM AUTHOR]

Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills. [ABSTRACT FROM AUTHOR]

This study investigates sixth-grade students' explorations of tessellations with Scratch through the mathematical aesthetics. For this purpose, the study analyzed the students' explorations by considering the roles of mathematical aesthetics identified by Sinclair (2004): generative, evaluative, and motivational role. Six middle-school students were asked to create regular and semi-regular tessellations by using Scratch and interviewed individually about the investigation of tessellations. The findings indicated that the students' generative aesthetic responses to mathematical tasks were most evident in their explorations with Scratch. The students recognized the aesthetic value of mathematical entities while working on tessellations. They never gave up studying on tessellations with Scratch and did not need any external motivation to complete the tasks. Implications for research and practice for teaching are drawn. [ABSTRACT FROM AUTHOR]

This study examines prospective elementary teachers' growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for elementary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers' thoughts and perceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers' conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appropriate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling. [ABSTRACT FROM AUTHOR]

The mathematics education literature indicates a consensus regarding the importance of developing algebraic thinking in elementary school mathematics. However, the approaches used to implement this concept vary around the world. This study examines how a popular standards-based elementary mathematics textbook series in China provides opportunities to learn about functional thinking, which is a key component of algebraic thinking. Building on the literature, an analytical framework was generated to examine the features of function-related tasks in the textbook series across grades. The results of the fine-grained coding analysis show that four categories of function-related tasks in the textbook provide opportunities to learn about multi-modes of functional thinking. These tasks primarily serve to enhance arithmetic learning, while offering opportunities to learn about functional thinking as an embedded component. Elaborated design and arrangement of the function tasks promote opportunities to learn about multiple modes of functional thinking. In addition, two pathways to support the development of functional thinking are identified. Finally, the implications for task design and textbook development which attempt to develop functional thinking are discussed. [ABSTRACT FROM AUTHOR]

The present article arises from a project proposed along with the students of the Mathematics Licentiate degree at the Federal University of Paraná (UFPR), who at the time were studying a course, in the evening period, in Elementary Education Mathematics. The project was motivated by a street salesman and its objective was to understand mathematics, more specifically school algebra, where other people did not. Based on the productions and reflections of this project, this article aims to identify meanings that are produced about working on the street. For that, the corpus of analysis will be the interviews with two black men who work on the street and the interview with one of the students of the mentioned course. Theoretically, we are linked to critical studies, with decolonial inspiration. For the analysis of the discourses arising from the interviews, we adopted the Discourse Analysis from the perspective of Eni Orlandi, in order to answer the research question: what are the meanings produced about working on the street? The analysis resulted in three meanings about working on the street from the interviews with the workers and one meaning about mathematics from the interview with the student of the Mathematics Licentiate degree. The observed meanings point to street work as an opportunity to dream when facing expulsion from school, as a risk to be taken due to the devaluation of the formal labor market and also as a stigma; the meaning attributed to mathematics refers to its distance from social experience. [ABSTRACT FROM AUTHOR]

This study examined student acceptability and experience with gamification in an elementary school mathematics course utilizing flipbook digital learning media. The technology acceptance model (TAM) (Davis, 1989) was used to assess student acceptability in digital learning media, which consisted of four components: perceived utility, perceived ease of use, behavioral intention, and actual use. The study employed a mixed-method approach, including a quantitative approach to student acceptance of technology and a qualitative approach to analyzing student experiences. The participants in this study were second-year students from the department of elementary school teacher education who took mathematics education courses in elementary school. There were 222 students in the research sample. Structural equation modeling (SEM) was used for quantitative analysis, while interactive models were used for qualitative analysis. All of the research variables were found to be positively and significantly correlated in this study. The gamification of flipbooks was well received by students, and it was backed up by the pleasant experiences that students had with gamification flipbooks during the instructional period. Significantly, the gamification flipbook's wide range of characteristics were found to contribute to its effectiveness in promoting student engagement and collaborative learning. The study revealed that gamification flipbooks can be an effective tool for promoting collaborative learning. Also, the study contributes to the growing body of literature on the use of gamification in education. The findings of this research highlight the potential benefits of incorporating gamification in the classroom, and suggest that educators should consider utilizing gamification flipbooks as a collaborative learning tool. [ABSTRACT FROM AUTHOR]

The latest report of the Organization of Ibero-American States for Education, Science, and Culture (OEI) points out that only 13% of the Science, Technology, Engineering, and Mathematics (STEM) students in Spain are women. Numerous studies have claimed that gender stereotypes are the leading cause of women's underrepresentation in STEM. Textbooks constitute a powerful instrument in the configuration of a socio-occupational culture that could be biased if they contain sexism. This investigation examines, through Critical Discourse Analysis (CDA), the unequal representation of women and men in elementary mathematics textbooks currently used in Spain. The results indicate that even though textbooks present an equal frequency of female and male characters, there is an absence of women as real role models in STEM. Characters also reinforce traditional gender stereotypes in the embodiment of social roles. Problem-solving contexts show women using math in a limited variety of daily-life activities, while overall they are represented as insecure and unable to resolve certain mathematical issues. Our study points out that this gender gap in mathematics textbooks can affect girls' self-esteem and discourage their interest in pursuing scientific-technological careers. Consequently, our study urges teachers to adopt an egalitarian perspective in selecting and using didactic materials. [ABSTRACT FROM AUTHOR]

In recent decades, several Russian schools have been implementing a world-unique education program of mathematics for elementary schools. In it, the landscape of school arithmetic is radically expanded due to the basic objects of modern mathematics and computer science. These objects and their operations are visual, making them much more comprehensible than traditional arithmetic. The range of activities also expands due to, for example, the introduction of strategies for enumeration, game winning, and algorithms (also operating in a visual environment). At the same time, the student's position changes: they independently discover and build mathematics and constantly solve personally new, but feasible tasks that are "not-known-how-to-solve." The student's resources are saved by using a computer to perform routine arithmetic operations that have already been discovered and understood. The implementation of this approach is discussed in detail and is illustrated by examples of actual tasks that are representative of the program under consideration and the whole approach. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross‐country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross‐cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper‐and‐pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross‐country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross‐country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. [ABSTRACT FROM AUTHOR]

Years and Centuries are the measurement units used to quantify a longer time duration, while subtraction is the operation required to determine the duration based on two given time points. However, subtraction of time is a difficult skill to be mastered by many elementary students. To identify the root cause of the student's failure in performing subtraction involving the unit of time, we developed and validated the three cognitive models related to this skill by conducting a descriptive study which involved 119 Grade Five students from three Malaysian elementary schools. The cognitive diagnostic assessment developed based on the three cognitive models was used to elicit the participants' responses. Then, Attribute Hierarchy Method and Classical Test Theory were employed to analyse the data. The findings indicated that the hierarchical structures of all cognitive models are supported by the student's responses. The three student-based cognitive models were also highly consistent with the corresponding expert-based cognitive models. The cognitive models developed could guide diagnostic assessment development and diagnostic inference making. [ABSTRACT FROM AUTHOR]

Generalization is considered to be an essential part of mathematical reasoning and proving, and it has many definitions in mathematics education research. Despite its centrality, teachers often have difficulty identifying and responding to generalization in students' work. In this study, we focus on preservice teacher's (PTs) ability to describe generalizations of student answers. This study uses a digital geometry environment to investigate the potential in the process of designing geometry dragging tasks in which students are asked to create one or more examples of a figure that fit the specified characteristics by dragging one point. As part of the task design, PTs were asked to describe visually the correct answers they expected from their students as areas or objects that represent certain characteristics. We characterize different levels of generalization in expected student answers, as described by PTs, and suggest that they can be used to enhance teacher's awareness and can serve as a potential design principle for professional development of PTs'. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This correlational study addressed two issues pertinent to developing mathematical competences for the 21st Century. Firstly, in a post-digital society, technology is recognized in teachers' pedagogic and subject-specific knowledge domains. Secondly, cross-curricular teaching must be introduced to respond to societal requirements for maths knowledge application in diverse areas of life and work. Croatian educational reform recognized the importance of informatics and the integration of ICT across curricula supporting cross-curricular teaching. When reforming teaching, teaching efficacy beliefs inform change, and the study examined how technology pedagogy content knowledge (TPACK) contributes to teaching efficacy beliefs. Six hundred and six Croatian elementary school classroom teachers were surveyed for maths teaching efficacy beliefs (MTEBI) and self-assessment of their technology pedagogy content knowledge (TPACK). The study confirmed that the integration of technology knowledge in teachers' pedagogical knowledge is, in addition to content knowledge, essential and predicts, with a large effect size (f2 = 0.64), the MTEBI subscale math teaching efficacy (MTE), while isolated technology knowledge does not. In addition, there is a positive correlation between years of service and pedagogy content knowledge and a negative correlation between years of service and technology pedagogy knowledge and technology knowledge, however, with a small effect size. [ABSTRACT FROM AUTHOR]

Preservice elementary teachers tend to have higher mathematics anxiety than other undergraduate majors, which can be mitigated through building self-efficacy. Teacher education programs can address this deficit through methods courses that provide opportunities for preservice teachers to construct mathematical concepts and practice instruction. For this study, the self-efficacy preservice teachers felt about teaching mathematics was assessed before and after completing a one-credit elementary education mathematics seminar. The course included research into student errors, open-ended mathematics tasks, and student reflection. The pre- and post-test data indicated that a statistically significant increase in self-efficacy, t(49) = 11.393, p <.05, with qualitative analysis of responses corroborating the positive effects of the course, especially of the student error analysis. [ABSTRACT FROM AUTHOR]