Relevant bibliographies by topics / Elementary mathematics learning education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Elementary mathematics learning education'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Elementary mathematics learning education"

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Suzana, Yenny, Sabaruddin Sabaruddin, Suesthi Maharani, and Zainal Abidin. "MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS." Infinity Journal 10, no. 2 (2021): 301. http://dx.doi.org/10.22460/infinity.v10i2.p301-318.

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This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mat
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Yogi, Udjaja, Sadino Guizot Vincent, and Chandra Natalia. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (2018): 3860–65. https://doi.org/10.11591/ijece.v8i5.pp3860-3865.

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The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesti
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Stoehr, Kathleen Jablon. "Mathematics Anxiety." Journal of Teacher Education 68, no. 1 (2016): 69–84. http://dx.doi.org/10.1177/0022487116676316.

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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learn
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Sayfullayeva, Nozima Bahodirovna. "ELEMENTARY MATHEMATICS AND COHERENCE BETWEEN STAGES OF MATHEMATICS EDUCATION." MULTIDISCIPLINARY JOURNAL OF SCIENCE AND TECHNOLOGY 3, no. 5 (2024): 393–97. https://doi.org/10.5281/zenodo.10492851.

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Elementary mathematics serves as the foundation for a student's mathematical journey, laying the groundwork for more advanced concepts in later stages of education. This article explores the coherence between stages of mathematics education, emphasizing the significance of a seamless transition from elementary mathematics to higher levels. By understanding and fostering this coherence, educators can enhance the learning experience and set the stage for mathematical success.
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Usklaf, Muhammad, Imaludin Agus, and Muhammad Syarwa Sangila. "Model Pembelajaran Realistic Mathematic Education (RME) terhadap Peningkatan Hasil Belajar Matematika Siswa Sekolah Dasar." Diniyah: Jurnal Pendidikan Dasar 4, no. 2 (2023): 95. http://dx.doi.org/10.31332/dy.v4i2.8305.

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This research aims to describe the implementation of the Realistic Mathematics Education (RME) learning model in a fifth-grade classroom at one of the elementary schools in the Bonegunu district and to improve students' mathematics learning outcomes on the subject of spatial structures. The subjects of this classroom action research are 26 fifth-grade students in the school. The research design adopts the Kemmis and Taggart model, which includes planning, action, observation, and reflection. Data collection techniques include observation, interviews, tests, and documentation. Data were analyze
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Puji Lestari. "Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning." Journal of Electrical Systems 20, no. 5s (2024): 857–63. http://dx.doi.org/10.52783/jes.2333.

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Having cognitive competence in mastering learning theory and designing learning is one of the important competencies for prospective teachers to have. The description of prospective teacher competence is important for lectures to follow up. One approach to learning in mathematics is Realistic Mathematic Education (RME). RME is a student-centered approach to learning mathematics adopted from the Netherlands and holds to the principle that mathematics is a human activity. This learning approach has been implemented massively in the last few decades in Indonesia and has had a positive impact so t
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Prasetyo Nugroho, Muh Nur Aziz, M. Burhan Rubai Wijaya, and Tri Suminar. "Numeratic Literacy in Mathematics Learning Assisted of RME-Based Booklet Teaching Materials in Class V Elementary School Students." International Journal of Research and Review 10, no. 1 (2023): 468–74. http://dx.doi.org/10.52403/ijrr.20230153.

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The aims of this study were (1) to examine the design of mathematics booklet teaching materials based on Realistic Mathematics Education (RME) for class V Elementary School Students , (2) to examine the feasibility of teaching materials for mathematics booklets in Realistic Mathematics Education (RME) based learning for class V Elementary School Students, (3) to examine the effectiveness of mathematics booklet teaching materials in learning based on Realistic Mathematics Education (RME) for class V Elementary School Students. The research design uses Research and development (R&D) with a 4
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Widodo, Suryo, Ika Santia, and Yuni Katminingsih. "Increasing Students' Mathematical Problem Solving Ability Through Realistic Mathematics Education (RME)." International Journal of Research and Review 10, no. 1 (2023): 68–76. http://dx.doi.org/10.52403/ijrr.20230109.

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This study aims to 1) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) as a whole and 2) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) based on education level. The sampling technique used was purposive sampling. The research method is a meta-analysis with a sample of 20 national journal articles. The data analysis technique used Cohen's d effect size. Sampling consisted of four levels, namely Elementary School (SD), Junior High
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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mat
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Peterson, Penelope L. "The California Study of Elementary Mathematics." Educational Evaluation and Policy Analysis 12, no. 3 (1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.

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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of me
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Dissertations / Theses on the topic "Elementary mathematics learning education"

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Catak, Melek. "An Elementary Mathematics Teacher." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613056/index.pdf.

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The purpose of this study was to explore an elementary mathematics teacher&rsquo<br>s pedagogical reasoning on selection of learning activities. For this purpose, a teacher&rsquo<br>s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where<br>data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Results revealed that the teacher had two main groups of considerati
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Gaffney, Ann M. "Change in experienced teachers' pedagogical beliefs through learning elementary mathematics content." Thesis, Rivier University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708812.

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<p> This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathe
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Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
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Wood, Marcy Britta. "Mathematizing, identifying, and autonomous learning fourth grade students engage mathematics /." Diss., Connect to online resource - MSU authorized users, 2008.

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Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.

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Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into
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Crowley, Brittany Marie. "The Effects of Problem-Based Learning on Mathematics Achievement of Elementary Students Across Time." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1446.

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The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of a
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Belanger, Michael Paul. "Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846299.

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<p> Innovative instructional strategies, including online and blended learning, are meeting the needs of an increasingly technological environment. While effective in higher and secondary education, these approaches have not been adequately studied at the elementary level. This quantitative study was to understand whether differences existed in PARCC 2015 scores based on instructional modality, and the interaction between gender and instructional modality among fourth and fifth grade students. Using an ANOVA, the first main effect of modality was significant at the 95% confidence level, <i>F</
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Taylor, Carol A. "The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/22535.

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CITE/Mathematics and Science Education<br>Ed.D.<br>The purpose of this study was to determine whether a one-semester combined mathematics content/methods course based on Simon's (1994) Learning Cycle framework for the mathematical preparation of preservice elementary teachers was more effective at aligning preservice teachers' beliefs with the philosophy of the Standards documents (NCTM, 1989, 1991, 1995, 2000) and other reform literature than another content/methods course. While the six-cycled Learning Cycles framework has been used in separate content and methods courses (Simon, 1995), it h
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Risley, Rachael Ann. "Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics." Thesis, University of Colorado at Denver, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112620.

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<p>This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs&rsquo; conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs&rsquo; progression from additive reasoni
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Jennings, LaShay, Edward J. Dwyer, and Kayla Knupp. "Actively Involving Students in Literacy and Mathematics Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3440.

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Books on the topic "Elementary mathematics learning education"

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Confrey, Jere, Alan P. Maloney, and Kenny H. Nguyen. Learning over time: Learning trajectories in mathematics education. IAP, Information Age Publishing, Inc., 2014.

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Miles, Grant Catherine, ed. Teacher learning for mathematics instruction: Facilitator book. Dale Seymour Publications, 2003.

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Andrini, Beth. Cooperative learning mathematics. Kagan Cooperative Learning, 1998.

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Bright, George W. Learning and mathematics games. National Council of Teachers of Mathematics, 1985.

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Sharp, Janet M. Learning and teaching K-8 mathematics. Pearson/Allyn & Bacon, 2005.

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Julie, Sarama, ed. Learning and teaching early math: The learning trajectories approach. Routledge, 2009.

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1931-, Murphy Patricia, and Open University, eds. Subject learning in the primary curriculum: Issues in English, science, and mathematics. Routledge, 1995.

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A, Thornton Carol, ed. Teaching mathematics to the learning disabled. 2nd ed. PRO-ED, 1989.

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Andrini, Beth. Cooperative learning & mathematics: A multi-structural approach. Resources for Teachers, Inc., 1991.

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Biggs, Edith Ethel. Teaching mathematics 7-13: Slow learning and able pupils : Edith Biggs. NFER-Nelson, 1985.

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Book chapters on the topic "Elementary mathematics learning education"

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Kim, Rina, and Lillie R. Albert. "Context of Elementary Mathematics Education in South Korea." In Mathematics Teaching and Learning. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13542-7_4.

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Wittmann, Erich Christian. "Operative Proofs in School Mathematics and Elementary Mathematics." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_11.

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AbstractThis paper gives an account of the conceptual and practical approach to “operative proofs” that has been developed in the Mathe 2000 project. By means of some typical learning environments, this notion and its theoretical background are explained.
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Diefes-Dux, Heidi A., Lindsay Whittenberg, and Roxanne McKee. "Mathematical Modeling at the Intersection of Elementary Mathematics, Art, and Engineering Education." In Reconceptualizing Early Mathematics Learning. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6440-8_15.

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Kawauchi, Akio, and Tomoko Yanagimoto. "Education Practice in Elementary School." In Teaching and Learning of Knot Theory in School Mathematics. Springer Japan, 2012. http://dx.doi.org/10.1007/978-4-431-54138-7_4.

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Yanisko, Emily J., and Laura Sharp Minicucci. "Culturally Relevant Pedagogy and Mathematical Modeling in an Elementary Education Geometry Course." In Early Mathematics Learning and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63900-6_17.

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Luo, Yufeng, and Bo Yu. "Research on the Teaching of Understanding Mathematics Problems in Elementary Schools." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_11.

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Widiawati, Dwi Indriana, and Muhamad Taufik Hidayat. "Implementation of Mathematics Learning with Cooperative Learning Model in Elementary School." In Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-086-2_52.

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Dubé, Adam K., Sabrina Shajeen Alam, Chu Xu, Run Wen, and Gulsah Kacmaz. "Tablets as Elementary Mathematics Education Tools: Are They Effective and Why." In Mathematical Learning and Cognition in Early Childhood. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_13.

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Bai, Yingying. "A Canadian Elementary Teacher’s Differentiated Instruction in Mathematics Teaching: From the Perspective of a Chinese Researcher." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_13.

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Ezeife, Anthony N., Aihui Peng, and Bo Yu. "Utilizing Multiple Methods in Mathematics Problem Solving: Contrasts and Commonalities Between Two Canadian and Chinese Elementary Schools." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_10.

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Conference papers on the topic "Elementary mathematics learning education"

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Seabra, Alessandra Gotuzo, Marcela Cristina Camargos dos Santos, Gabriela Eunju Ra, Grace Zauza Prado Amorim, Natália Martins Dias, and Luiz Renato Rodrigues Carreiro. "GAME-BASED MATHEMATICS INTERVENTION FOR EARLY ELEMENTARY SCHOOL YEARS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1560.

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Tassell, Janet, Piper Scannell, Jessica Hussung, and Stephanie Jernigan. "MATHEMATICS AUTOBIOGRAPHIES BY PRE-SERVICE ELEMENTARY TEACHERS: PAST EXPERIENCES AND FUTURE HOPES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0352.

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Tassell, Janet, Elena Novak, Alyssa Gordon, and Naďa Vondrová. "MINDFULNESS, MINDSET, MATH ANXIETY SEMINAR SERIES: HOW TO SUPPORT DEVELOPMENT OF PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS IN THE CZECH REPUBLIC." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0607.

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Novita, Rita, Tatang Herman, Didi Suryadi, and Dadan Dasari. "Realistic mathematics education in developing pre-service elementary teachers’ mathematical literacy: A didactical design on rational number." In MATHEMATICS EDUCATION AND LEARNING. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0102260.

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Kusumadewi, Rida Fironika, Sari Yustiana, and Sita Ayu Wijayaningrum. "Smart Education in Mathematics Learning for Elementary School." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.003.

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Musrikah, Dewi Asmarani, Cholis Sa'dijah, Swasono Rahadjo, and Subanji. "The reconstruction of improper fraction concept through analogy problems in students of prospective elementary school teacher." In MATHEMATICS EDUCATION AND LEARNING. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0110059.

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Kasprikova, Nikola. "EXPERIENCE FROM DISTANCE EXAMS IN ELEMENTARY MATHEMATICS COURSE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2588.

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Ariani, Yetti, Yullys Helsa, and Ary Kiswanto Kenedi. "PRACTICALITY OF DIGITAL MATHEMATICS LEARNING MODELS FOR ELEMENTARY SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1952.

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Herwin. "DIF content of math test on learning assessment in elementary school." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096007.

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Suhartatik, Nanik, Yusuf Abdul Lathif, Yustina Wuri Wulandari, Akhmad Mustofa, and Sri Handayani. "Changes in the understanding and behavior of elementary school children due to nutrition education." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0114278.

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Reports on the topic "Elementary mathematics learning education"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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Gargiulo, Carlos, Martín Moreno, and Jesús Duarte. School Infrastructure and Learning in Latin American Elementary Education: An Analysis Based on the SERCE. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0009016.

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This study explores the state of infrastructure in the region's primary education schools, using the SERCE database, and analyzes the connection between school infrastructure conditions and language and mathematics tests results for third and sixth grade students. The results of the analysis indicate that school infrastructure and the access to basic services (electricity, water, sewerage and telephone) in the region's schools are highly deficient; there exists a large disparity between countries as well as between private urban, public urban and public rural schools; and there are large gaps
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Woodburn, Cynthia, and Nancy Zumoff. PascGalois Mathematics for Elementary Education Classroom Resources. The MAA Mathematical Sciences Digital Library, 2008. http://dx.doi.org/10.4169/loci002638.

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech
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Wei, Xin, Amanda Wortman, Cristina Heffernan, et al. Language and Mathematics Learning: A Comparative Study of Digital Learning Platforms. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/206.

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This paper presents a conceptual exploration of how Digital Learning Platforms (DLPs) can be utilized to investigate the impact of language clarity, precision, engagement, and contextual relevance on mathematics learning from word problems. Focusing on three distinct DLPs—ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta—we propose hypothetical studies aimed at uncovering how nuanced language modifications can enhance mathematical understanding and engagement. While these studies are illustrative in nature, they provide a blueprint for researchers interested in leveraging DLPs for em
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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1097.

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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for p
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Rowe, Maya. Experiential learning and science education standards for Extension-partnered elementary greenhouse programs. Iowa State University, 2024. https://doi.org/10.31274/cc-20250502-109.

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Noakes, Sierra, Alison Shell, Parker Van Nostrand, Alexis M. Murillo, Pati Ruiz, and Babe Liberman. AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/229.

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This report discusses findings based on responses to a request for information (RFI) led by the Bill &amp; Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with inform
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