Vol. 48, No. 2, March 2017
This editorial focuses on defining and elaborating exactly what the authors mean by “the impact of educational research on students’ learning.”
This article reports on elementary students’ understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students’ performances were significantly different as a function of the tool available. Implications for theory and the treatment of time in curriculum and instruction are discussed.
A book review of Large-Scale Studies in Mathematics Education, by James A. Middleton, Jinfa Cai, and Stephen Hwang.
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