Giving Change When Payment Is Made With a Dime: The Difficulty of Tens and Ones
Cynthia Chandler; Constance Kamii
The purpose of this study was to investigate children’s construction of 10s out of the 1s they have already constructed. It was found that, for many younger children, a dime was something different from 10 pennies even though they could say with confidence that a dime was worth 10 cents. As the children grew older, their performance improved.
Transforming Secondary Mathematics Teaching: Increasing the Cognitive Demands of Instructional Tasks Used in Teachers’ Classrooms
Melissa Boston; Margaret Smith
Mathematics teachers’ selection and implementation of instructional tasks were analyzed before, during, and after their participation in a professional development initiative that focused on selecting and enacting cognitively challenging mathematical tasks.
Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies
Robin Averill; Dayle Anderson; Herewini Easton; Pānia Te Maro; Derek Smith; Anne Hynds
This article examines 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The models were developed from and are illustrated by findings from a series of exploratory research studies conducted to evaluate various methods for preparing preservice teachers to address the educational implications of bicultural partnership between indigenous Maori and New Zealand European groups.
Students’ Overuse of Proportionality on Missing-Value Problems: How Numbers May Change Solutions
Wim Dooren; Dirk De Bock; Marleen Evers; Lieven Verschaffel
Previous research has shown that when confronted with missing-value word problems, primary school students strongly tend to use proportional solution approaches, even if these approaches are inappropriate. The authors investigated whether (besides the missing-value formulation of word problems) the numbers appearing in word problems are part of the superficial cues that lead students to (over)use proportionality.