Zobrazeno 1 - 10
of 60
pro vyhledávání: '"Eric J. Knuth"'
Autor:
Martha W. Alibali, Eric J. Knuth
Publikováno v:
Journal of Numerical Cognition, Vol 4, Iss 1, Pp 09-18 (2018)
Collaborations between psychology and mathematics education have the potential to yield progress on critical questions about the teaching and learning of mathematics. In this paper, we describe our experience of collaborating at this boundary. We hav
Externí odkaz:
https://doaj.org/article/a8fd584f43234f02944662649747186a
Autor:
Despina A. Stylianou, Angela Murphy Gardiner, Eric J. Knuth, Ana C. Stephens, Maria Blanton, Susanne Strachota, Rena Stroud
Publikováno v:
Journal for Research in Mathematics Education. 52:332-348
This research focuses on the retention of students’ algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3–5. The re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6d1d8ea02029f9aabe6bb51ab6c611f
https://doi.org/10.5951/jresematheduc-2020-0304
https://doi.org/10.5951/jresematheduc-2020-0304
Publikováno v:
Journal of Educational Research in Mathematics. 30:115-134
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::609bdb6bf0aa5f566c81d93b907e8535
https://doi.org/10.29275/jerm.2020.08.sp.1.115
https://doi.org/10.29275/jerm.2020.08.sp.1.115
Autor:
Eric J. Knuth, Yewon Sung, Ranza Veltri Torres, Susanne Strachota, Maria Blanton, Karisma Morton, Ana C. Stephens, Rena Stroud, Angela Murphy Gardiner
Publikováno v:
Mathematical Thinking and Learning. 24:1-18
This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign. Participants included 21 Kindergarten–Grade 2 students who took part in an early...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5868e86b390d9f885d7baeca504fb69a
https://doi.org/10.1080/10986065.2020.1793055
https://doi.org/10.1080/10986065.2020.1793055
Autor:
Eric J. Knuth, Rena Stroud, Ana C. Stephens, Angela Murphy Gardiner, Maria Blanton, Isil Isler-Baykal
Publikováno v:
Educational Studies in Mathematics. 102:193-219
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructiona
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bde6eb17a5ac58ac9a3c8e376b82c060
https://doi.org/10.1007/s10649-019-09894-7
https://doi.org/10.1007/s10649-019-09894-7
Autor:
Rena Stroud, Eric J. Knuth, Lindsay Demers, Michael R. Cassidy, Angela Murphy Gardiner, Despina A. Stylianou, Ana C. Stephens
Publikováno v:
Infancia y Aprendizaje. 42:523-569
Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra interven...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9b349e11a8feb71309b50b89010d3d5
https://doi.org/10.1080/02103702.2019.1604021
https://doi.org/10.1080/02103702.2019.1604021
Autor:
Maria Blanton, Rena Stroud, Isil Isler-Baykal, Ana C. Stephens, Angela Murphy Gardiner, Susanne Strachota, Eric J. Knuth, Despina A. Stylianou
Publikováno v:
American Educational Research Journal. 56:1930-1972
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taug
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b961857f4411667ffd673d35aefeeacc
https://doi.org/10.3102/0002831219832301
https://doi.org/10.3102/0002831219832301
Autor:
Orit Zaslavsky, Elise Lockwood, Tracy Carolan, Eric J. Knuth, Zekiye Özgür, Alison G. Lynch, Rebecca Vinsonhaler, Pooneh Sabouri, Amy B. Ellis, Muhammed Fatih Dogan
Publikováno v:
The Journal of Mathematical Behavior. 53:263-283
A persistent challenge in supporting students’ proof activity is fostering the transition from less formal, empirical arguments to formal deductive arguments. A number of researchers have begun to investigate students’ thinking with examples, add
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6b7c62b391c76ca33725251b4f3bb3f0
https://doi.org/10.1016/j.jmathb.2017.06.003
https://doi.org/10.1016/j.jmathb.2017.06.003
Publikováno v:
The Journal of Mathematical Behavior. 53:284-303
Examples can be a powerful tool for students to learn to prove, particularly if used purposefully and strategically, but there is a pressing need to better understand the nature of productive example use. Therefore, we examined the characteristics of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fdf817a01995368e3a90bde0b8c95367
https://doi.org/10.1016/j.jmathb.2017.03.004
https://doi.org/10.1016/j.jmathb.2017.03.004
Publikováno v:
The Journal of Mathematical Behavior. 53:256-262
Proof is central to mathematical practice, yet a perennial concern is that students of all ages struggle in learning to prove. Mathematics education scholars have suggested that overreliance on examples to justify the truth of statements is a contrib
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::68039f228b6fff0198d99950389ce9d1
https://doi.org/10.1016/j.jmathb.2017.06.002
https://doi.org/10.1016/j.jmathb.2017.06.002