scholarly journals An analysis of the connections of mathematical thinking for multiplicative structures by second, fourth, and sixth graders

2014 ◽  
Vol 53 (1) ◽  
pp. 57-73
Author(s):  
YuKyung Kim ◽  
JeongSuk Pang
Keyword(s):  
Mathematical Thinking ◽  
Sixth Graders ◽  
Multiplicative Structures

Fractions Instruction: Linking Concepts and Procedures

2013 ◽  
Vol 20 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Nicole Pitsolantis ◽  
Helena P. Osana
Keyword(s):  
Problem Solving ◽  
Real Time ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Sixth Graders ◽  
Procedural Skill

Three specific sites, or points in real time, during problem solving gave fifth and sixth graders conceptual understanding, procedural skill, and the ability to justify their mathematical thinking about fractions.

Review of Mathematical Thinking and Problem Solving.

1996 ◽  
Vol 41 (1) ◽  
pp. 80-80
Author(s):  
Daniel Stalder ◽  
Shubhangi Stalder
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking

Thinking About Mathematical Thinking

PsycCRITIQUES ◽  
2010 ◽  
Vol 55 (23) ◽  
Author(s):  
Gordon Pitz
Keyword(s):  
Mathematical Thinking

Effect of Competition on Fifth and Sixth Graders

1970 ◽  
Author(s):  
Margaret M. Clifford ◽  
T. Anne Cleary
Keyword(s):  
Sixth Graders

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

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