Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme

Authors: Annemarie Fritz-Stratmann, Antje Ehlert and Gabriele Klüsener  The authors of this article argue that it is important for pre-service teachers to know about the psychology of learning mathematics (i.e. how children develop concepts) in order for them to be able to help children who encounter problems. Therefore, this article explores how a remedial programme, based on a conceptual model … Read More

Foundation phase teachers’ (limited) knowledge of geometry

Author: Luneta Kakoma Foundation phase teachers do not need to teach much mathematics, but what they teach is critical because children absorb their basic concepts of geometry at a very early age. Consequently, it is disturbing to find that many student teachers have not progressed beyond level 1 in Van Hiele’s ‘levels of geometric thought’ theory. This is the level … Read More

Investigating Optimal Learning Moments in U.S. and Finnish Science Classes

Authors: Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Michael Broda, Justina Spicer, Justin Bruner, Julia Moeller, Janna Linnansaari, Kalle Juuti, and Jaana Viljaranta Students who feel confident of meeting challenges are happy students – and when this situation is experienced in science classes, they are more likely to feel that science is important to them and their futures. So … Read More