National Council of Teachers of Mathematics 2020 NCTM Conference & Exposition; Tampa, FL - VIRTUAL
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://www.nctm.org/virtual2020/.
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://www.nctm.org/virtual2020/.
Due to the COVID-19 pandemic, this conference—originally scheduled for October 19-21, 2020—has been rescheduled.
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Research-…
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.nctm.org/100/.
DRK-12 Presenters:
Due to the COVID-19 pandemic, this symposium is cancelled.
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Research-….
DRK-12 Presenters:
To learn more, visit https://www.nctm.org/saltlakecity2019/?ref=button
To learn more, visit https://www.nctm.org/nashville2019/?ref=button
To learn more, visit https://www.nctm.org/boston2019/?ref=button
To learn more, visit https://amte.net/conferences/conf2020.
DRK-12 Presenters:
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.
The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.