Understanding the number system is the key to teaching and learning mathematics. Here is a framework which shows how children's understanding about the number system becomes more sophisticated as their thinking develops. This framework can help teachers offer appropriate learning experiences in mathematics.
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This article focuses on the diagnostic interview used as part of the Numeracy Development Project to assess students’ mathematical knowledge and strategies. It looks at changes in the instructions to teachers about the basis on which judgments about each student’s global strategy stage are made, and looks at the process of categorising children’s solution strategies, using different criteria to make the judgments.
Six parents of Year 4–6 students at a rural primary school were interviewed to explore their perspectives on the mathematics education of their children.
How can teachers support students' additive thinking? This article focuses on the study of a lesson designed to teach the equal additions strategy for subtraction, in which many teachers, despite having a strong commitment to promoting conceptual understanding, struggled with various aspects of the material and resorted to teaching procedurally. The authors conclude that teachers need to have a deeper, more connected understanding of addition and subtraction in order to develop their pedagogical content knowledge in mathematics.