M. Heid
Journal for Research in Mathematics Education 1997, Vol. 28, No. 2, 130-162 Childrens Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction Karen C. Fuson, Northwestern University Diana Wearne, University of Delaware James C. Hiebert, University of Delaware Hanlie G. Murray, Un
Matthew Jones
The author responds to the recent work of Kaminski, Sloutsky, and Heckler (2008) and advances two major concerns about their research and its applicability to learning mathematics: a confounding variable that arises from the mathematical differences between the generic examples and concrete examples poses a threat to the construct validity of the experiments, and the overgeneralization of the success of the treatment, given that the measure of success is a prompted near-transfer task.
Jennifer Kaminski; Vladimir Sloutsky; Andrew Heckler;
What factors affect transfer of knowledge is a complex question. In recent research, the authors demonstrated that concreteness of the learning domain is one such factor (Kaminski, Sloutsky, & Heckler, 2008). Even when prompted and given no time delay, participants who learned a concrete instantiation of a mathematical concept failed to transfer their knowledge to a novel analogous situation.
Matthew Jones;
The author clarifies his position regarding what features of the examples used by Kaminski, Sloutsky, and Heckler (2008a) constitute substantive differences affecting performance.
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.
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.
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.
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.
The Journal for Research in Mathematics Education (JRME) is seeking innovative
ways to promote and support research that has the potential to encourage and
sustain conversations at the intersection between research and practice. As such,
the journal plans to pilot special issues of JRME that will address topics of key
importance that are considered to be at the boundary of research and practice. The
special issue will be accessible to all NCTM members online and become an
NCTM publication upon completion.