Joan Moss

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A new curriculum to introduce rational numbers was devised, using developmental theory as a guide. The 1st topic in the curriculum was percent in a linear-measurement context, in which halving as a computational strategy was emphasized. Two-place decimals were introduced next, followed by 3-and 1-place decimals. Fractional notation was introduced last, as(More)
Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high-­‐ and low-­‐achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices(More)
H ow do we foster computational fluency with rational numbers when this topic is known to pose so many conceptual challenges for young students? How can we help students understand the operations of rational numbers when their grasp of the quantities involved in the rational-number system is often very limited? Traditional instruction in rational numbers(More)
This Research Forum proposal arises from a recent focus on spatial reasoning that began with a multi-year collaborative project amongst a diverse group of researchers (mathematicians, psychologists, mathematics educators) from Canada and the US, and continues to expand with the goal of: mapping out the terrain of established research on spatial reasoning;(More)
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