Citations (35)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (11)
Niamh O’Meara, Patrick Johnson & Aisling Leavy. (2020) A comparative study investigating the use of manipulatives at the transition from primary to post-primary education. International Journal of Mathematical Education in Science and Technology 51:6, pages 835-857.
Read now
Read now
Luke T. Reinke. (2020) Contextual problems as conceptual anchors: an illustrative case. Research in Mathematics Education 22:1, pages 3-21.
Read now
Read now
H. Van Steenbrugge, M. Valcke & A. Desoete. (2013) Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?. Journal of Curriculum Studies 45:3, pages 322-353.
Read now
Read now
MitchellJ. Nathan. (2012) Rethinking Formalisms in Formal Education. Educational Psychologist 47:2, pages 125-148.
Read now
Read now
VictorR. Lee. (2010) Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks. International Journal of Science Education 32:8, pages 1099-1126.
Read now
Read now
Elise Burny, Martin Valcke & Annemie Desoete. (2009) Towards an agenda for studying learning and instruction focusing on time‐related competences in children. Educational Studies 35:5, pages 481-492.
Read now
Read now
RobertL. Goldstone & Uri Wilensky. (2008) Promoting Transfer by Grounding Complex Systems Principles. Journal of the Learning Sciences 17:4, pages 465-516.
Read now
Read now
AshaK. Jitendra, CynthiaC. Griffin, Andria Deatline-Buchman & Edward Sczesniak. (2007) Mathematical Word Problem Solving in Third-Grade Classrooms. The Journal of Educational Research 100:5, pages 283-302.
Read now
Read now
Bethany Rittle-Johnson & Kenneth R. Koedinger. (2005) Designing Knowledge Scaffolds to Support Mathematical Problem Solving. Cognition and Instruction 23:3, pages 313-349.
Read now
Read now
Asha K. Jitendra, Edward Sczesniak & Andria Deatline-Buchman. (2005) An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders. School Psychology Review 34:3, pages 358-371.
Read now
Read now
Kenneth R. Koedinger & Mitchell J. Nathan. (2004) The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning. Journal of the Learning Sciences 13:2, pages 129-164.
Read now
Read now
Articles from other publishers (24)
Vahid Borji & Danyal Farsani. (2023) Intended mathematics curriculum in grade 1: A comparative study. Eurasia Journal of Mathematics, Science and Technology Education 19:3, pages em2237.
Crossref
Crossref
Wen Lou, Jiangen He, Qianqian Xu, Zhijie Zhu, Qiwen Lu & Yongjun Zhu. (2023) Rhetorical structure parallels research topic in LIS articles: a temporal bibliometrics examination. Aslib Journal of Information Management.
Crossref
Crossref
Merrilyn Goos, Niamh O’Meara, Patrick Johnson, Olivia Fitzmaurice & Aoife Guerin. 2023. Mathematical Challenges For All. Mathematical Challenges For All
51
70
.
Luke T. Reinke & Amanda R. Casto. (2020) Motivators or conceptual foundation? Investigating the development of teachers’ conceptions of contextual problems. Mathematics Education Research Journal 34:1, pages 113-137.
Crossref
Crossref
Olivia Fitzmaurice, Niamh O’Meara & Patrick Johnson. (2021) Highlighting the Relevance of Mathematics to Secondary School Students – Why and How. European Journal of STEM Education 6:1, pages 07.
Crossref
Crossref
Maria Blanton, Bárbaras M. Brizuela, Ana Stephens, Eric Knuth, Isil Isler, Angela Murphy Gardiner, Rena Stroud, Nicole L. Fonger & Despina Stylianou. 2018. Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds. Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds
27
49
.
Meixia Ding. (2016) Developing preservice elementary teachers’ specialized content knowledge: the case of associative property. International Journal of STEM Education 3:1.
Crossref
Crossref
Lennart Schalk, Henrik Saalbach & Elsbeth Stern. (2016) Approaches to Foster Transfer of Formal Principles: Which Route to Take?. PLOS ONE 11:2, pages e0148787.
Crossref
Crossref
Melissa M. Kibbe & Lisa Feigenson. (2015)
Young children ‘solve for
x
’ using the Approximate Number System
. Developmental Science 18:1, pages 38-49.
Crossref
Crossref
Asha K. Jitendra, Danielle N. Dupuis & Anne F. Zaslofsky. (2014) Curriculum-Based Measurement and Standards-Based Mathematics. Learning Disability Quarterly 37:4, pages 241-251.
Crossref
Crossref
Meixia Ding & Xiaobao Li. (2014) Transition from concrete to abstract representations: the distributive property in a Chinese textbook series. Educational Studies in Mathematics 87:1, pages 103-121.
Crossref
Crossref
Jean-Philippe Bélanger, Lucie Deblois & Viktor Freiman. (2014) Interpréter la créativité du raisonnement dans les productions d’élèves en mathématiques d’une communauté d’apprentissages multidisciplinaires interactifs. Éducation et francophonie 42:2, pages 44-63.
Crossref
Crossref
Binyan Xu. (2013) The development of school mathematics textbooks in China since 1950. ZDM 45:5, pages 725-736.
Crossref
Crossref
James E. Tarr, Douglas A. Grouws, Óscar Chávez & Victor M. Soria. (2013) The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses. Journal for Research in Mathematics Education 44:4, pages 683-729.
Crossref
Crossref
Meixia Ding & Mary Alice Carlson. (2013) Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans. The Elementary School Journal 113:3, pages 359-385.
Crossref
Crossref
Meixia Ding, Xiaobao Li & Mary M. Capraro. (2013) Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: A preliminary analysis. The Journal of Mathematical Behavior 32:1, pages 36-52.
Crossref
Crossref
Candace Walkington, Milan Sherman & Anthony Petrosino. (2012) “Playing the game” of story problems: Coordinating situation-based reasoning with algebraic representation. The Journal of Mathematical Behavior 31:2, pages 174-195.
Crossref
Crossref
Kenneth R. Koedinger, Martha W. Alibali & Mitchell J. Nathan. (2008) Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving. Cognitive Science 32:2, pages 366-397.
Crossref
Crossref
Brian R. Bryant, Diane Pedrotty Bryant, Caroline Kethley, Sun A. Kim, Cathy Pool & You-Jin Seo. (2008) Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation. Learning Disability Quarterly 31:1, pages 21-35.
Crossref
Crossref
Sheetal SoodAsha K. Jitendra. (2016) A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks. The Journal of Special Education 41:3, pages 145-157.
Crossref
Crossref
Jayne M. LehAsha K. Jitendra, Grace I. L. Caskie & Cynthia C. Griffin. (2016) An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem—Solving Measures for Monitoring Third-Grade Students' Mathematics Competence. Assessment for Effective Intervention 32:2, pages 90-99.
Crossref
Crossref
Alan H. Schoenfeld. (2016) What Doesn’t Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula. Educational Researcher 35:2, pages 13-21.
Crossref
Crossref
Kenneth R. Koedinger & Albert Corbett. 2012. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences
61
78
.
Mitchell J. Nathan & Anthony Petrosino. (2016) Expert Blind Spot Among Preservice Teachers. American Educational Research Journal 40:4, pages 905-928.
Crossref
Crossref