The Mathematics Educator
http://tme.journals.libs.uga.edu/index.php/tme
<em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.The University of Georgiaen-USThe Mathematics EducatorFront Matter
http://tme.journals.libs.uga.edu/index.php/tme/article/view/454
<p> </p><p> </p><p> </p>TME Editors
Copyright (c) 2018 TME Editors
2018-07-132018-07-13271A note to Reviewers
http://tme.journals.libs.uga.edu/index.php/tme/article/view/455
<p> </p><p> </p><p> </p><p> </p><p> </p>TME Editors
Copyright (c) 2018 TME Editors
2018-07-132018-07-13271Elementary Children’s Multiplicative Reasoning: Initial Validation of a Written Assessment
http://tme.journals.libs.uga.edu/index.php/tme/article/view/453
<div><p class="TMEAbstract">Multiplicative reasoning is essential for students’ engagement with various mathematical concepts. Although the field’s understanding of children’s multiplicative concepts has grown over the past 30 years, relatively few studies have examined the development of multiplicative concepts with whole numbers, and even fewer have studied this phenomenon at scale. The present study reports on the development of an assessment of elementary students’ multiplicative concepts with whole numbers that can be used at a large scale. Findings suggest the initial version of the assessment has sufficient reliability and validity. Further, less than 20% of second grade students and approximately 50% of third grade students participating in the study engage in tasks with at least the first multiplicative concept.</p></div>Karl W KoskoRashmi Singh
Copyright (c) 2018 Karl W Kosko, Rashmi Singh
2018-07-132018-07-13271Mathematics at Hand
http://tme.journals.libs.uga.edu/index.php/tme/article/view/370
<em>The emerging field of mathematics educational neuroscience provides researchers with new approaches to understanding mathematical development, as well mathematics itself. This paper focuses on the role of the hand in constructing mathematics through activity. In reviewing results from neuroscience studies, we distinguish three kinds of relevant activity: sensorimotor activity, internalized actions, and interiorized operations. These distinctions and related neuroscience findings contribute to a new sense of mathematical embodiment. They also provide implications for mathematics instruction.</em>Anderson NortonCatherine UlrichMartha Ann BellAnthony Cate
Copyright (c) 2018 Anderson Norton, Catherine Ulrich, Martha Ann Bell, Anthony Cate
2018-07-132018-07-13271