Children’s interest in, and competence perceptions of, mathematics are generally quite positive as they begin school, but turn less positive during the first three years. What can parents and educators do?
A new study finds that high school students identify more with math if they see their math teacher treating everyone in the class this way, especially in racially diverse schools.
Researchers explore whether number line games based on the concept of the mental number line can improve children’s number knowledge and basic arithmetic skills.
As students progress through their K-12 years they become more likely to engage in comparisons to determine whether they are either a “math person” or a “reading person.”
Although we often think that we don’t want to make mistakes, this new model of learning reminds us that trying new things and making mistakes are our best teachers.
Teaching this set of skills – particularly with the use of physical manipulatives – is highly effective at improving mathematics performance and makes learning more engaging, accessible, and equitable.
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