Now showing items 6-10 of 13

  • The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers

    Young-Loveridge, Jennifer; Bicknell, Brenda; Mills, Judith Patricia (Mathematic Education Research Group of Australasia, 2012)
    This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional ...
  • Number-fact knowledge and mathematical problem-solving of five-to seven-year olds

    Young-Loveridge, Jennifer; Bicknell, Brenda (The Pacific Early Childhood Education Research Association, 2015)
    This paper examines children's number fact knowledge in relation to mathematics problem solving. These findings are derived from a study that set out to explore the impact on mathematics learning of using multiplication ...
  • Students' perspectives on the nature of mathematics

    Young-Loveridge, Jennifer; Taylor, Merilyn; Sharma, Sashi; Hāwera, Ngārewa (Mathematics Education Research Group of Australasia, 2006)
    This paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded ...
  • Supporting students' additive thinking: The use of equal additions for subtraction

    Young-Loveridge, Jennifer; Mills, Judith Patricia (NZCER Press, 2011)
    This paper looks at how teachers can support students' additive thinking. It reports on a study of a lesson designed to teach the equal additions strategy for subtraction, contained in Numeracy Development Project (NDP) ...
  • Supporting the development of number fact knowledge in five- and six-year-olds

    Young-Loveridge, Jennifer; Bicknell, Brenda (Mathematics Education Research Group of Australasia Inc., 2014)
    This paper focuses on children’s number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from ...