Volume 51, Issue 1 | ZDM – Mathematics Education

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Volume 51, Issue 1

April 2019

Whole number arithmetic and its teaching and learning

Issue Editors:

Xuhua Sun,
Hamsa Venkat,
Jarmila Novotná,
Rongjin Huang

16 articles in this issue

A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content
Xu Hua Sun
Yan Ping Xin
Rongjin Huang
Survey Paper 14 March 2019 Pages: 1 - 12
Structuring versus counting: critical ways of using fingers in subtraction
Camilla Björklund
Angelika Kullberg
Ulla Runesson Kempe
Original Article Open access 22 June 2018 Pages: 13 - 24
Understanding place value with numeration units
Catherine Houdement
Frédérick Tempier
Original Article 13 August 2018 Pages: 25 - 37
Leveraging variation of historical number systems to build understanding of the base-ten place-value system
Eva Thanheiser
Kathleen Melhuish
Original Article 09 August 2018 Pages: 39 - 55
Learning and using our base ten place value number system: theoretical perspectives and twenty-first century uses
Roger Howe
Original Article 17 September 2018 Pages: 57 - 68
Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development
Jason Cooper
Original Article 05 September 2018 Pages: 69 - 80
Characteristics of teaching and learning single-digit whole number multiplication in china: the case of the nine-times table
Shu Zhang
Yiming Cao
Xinlian Li
Original Article 23 January 2019 Pages: 81 - 94
Improving multiplicative reasoning in a context of low performance
Hamsa Venkat
Corin Mathews
Original Article 13 July 2018 Pages: 95 - 108
Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples
Xu Hua Sun
Original Article 29 November 2018 Pages: 109 - 123
Teaching whole-number multiplication to promote children’s proportional reasoning: a practice-based perspective from Japan
Keiko Hino
Hisae Kato
Original Article Open access 31 August 2018 Pages: 125 - 137
The effect of a conceptual model-based approach on ‘additive’ word problem solving of elementary students struggling in mathematics
Yan Ping Xin
Original Article 29 September 2018 Pages: 139 - 150
The why, what and how of the ‘Model’ method: a tool for representing and visualising relationships when solving whole number arithmetic word problems
Berinderjeet Kaur
Original Article 19 September 2018 Pages: 151 - 168
Developing students’ ability to solve word problems through learning trajectory-based and variation task-informed instruction
Rongjin Huang
Qinqiong Zhang
Dovie Kimmins
Original Article 10 August 2018 Pages: 169 - 181
The influence of situational information on pupils’ achievement in additive word problems with several states and transformations
Naďa Vondrová
Jarmila Novotná
Radka Havlíčková
Original Article 11 September 2018 Pages: 183 - 197
Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic
Maria Mellone
Alessandro Ramploud
Francesca Martignone
Original Article 05 September 2018 Pages: 199 - 212
Mediating primary mathematics: measuring the extent of teaching for connections and generality in the context of whole number arithmetic
Mike Askew
Original Article 02 November 2018 Pages: 213 - 226