Improving elementary students' numerical operation abilities through knowledge building in China

There are several issues in current primary school mathematics classrooms in China regarding teaching numerical operations, such as excessive practice, an overemphasis on speed, and students' insufficient operational knowledge and skills. Knowledge building (KB) theory offers a framework for addressing challenges in numerical operations. This design-based study was conducted over 18 weeks, with 45 fourth-grade students in Yangzhou, Jiangsu Province, China. The results showed that KB teaching strategies, including creating authentic problem contexts and a safe environment, effective discourse strategies, knowledge visualization, constructively using authoritative materials, and process-oriented evaluation and reflection, can significantly enhance elementary students' abilities in accuracy in operation, understanding of algorithmic reasoning, and reasonableness of methods. This research also provides implications for conducting related studies, including using interactive technologies, stimulating autonomy and engagement, emphasizing the value of learning communities and creating a classroom atmosphere.