This article evaluates whether providing coaching between practice sessions in teacher
education courses leads to more rapid development of skills and changes in teachers' …

Why does it work to add a zero on the right when multiplying by 10, or two zeros when
multiplying by 100? Why, when the number includes a decimal, do we move the decimal …

In this article I present and discuss an attempt to promote development of prospective
elementary teachers' own subject-matter knowledge of division of fractions as well as their …

There is a great deal of agreement that learning rational number concepts remains a serious
obstacle in the mathematical development of children. This consensus is manifested in the …

The authors were asked by the Office of Educational Research and Improvement and the US
Department of Education to conduct a review of high-quality research on five questions …

To define better techniques of mathematics education, this book combines a knowledge of
cognitive science with mathematics curriculum theory and research. The concept of the …

For more than two hundred years, teachers—and what they know—have been objects of
scrutiny. Teachers have been tested, studied, analyzed, lauded, and criticized. In short, both …

In this study, an intuitive model was defined as an internal mental structure corresponding to
a class of calculation strategies. A sample of female students was observed 4 times during …

Recent work by researchers has focused on synthesizing and elaborating knowledge of
students' thinking on particular concepts as core progressions called learning trajectories …

A major source of errors in rational number tasks is the inappropriate application of natural
number rules. We hypothesized that this is an instance of intuitive reasoning and thus can …