Examines perspectives on values, purpose, and methodology in mathematics education in schools in light of the Third International Mathematics and Science Study (TIMSS) and current debates on standards. Argues that standards of attainment in school mathematics are closely connected to belief systems regarding value and purpose. (Contains 66…

Presents an alternative way for testing a student's understanding of theory in a tertiary mathematics course. Provides two sample questions and discusses the advantages and disadvantages of the method. Argues that the method is an acceptable and flexible means of testing students and can be adapted to use in other contexts as well. (Author/ASK)

Investigates ways in which students use signs and endow them with meaning in their very first encounter with the algebraic generalization of patterns. Provides accounts of students' emergent algebraic thinking. Uses ethnographic qualitative methodology supported by historic epistemological research. Focuses on a discussion held by a small group of…

Analyzes a didactical sequence for the teaching of addition and subtraction procedures and algorithms. Uses didactical procedures by children in problem solving activities in order to gain a better understanding of the interaction between numbers, numeration, and operations knowledge which are involved in the construction of addition and…

Presents a case study with two objectives: (1) the identification of the interactions between pairs of 16- and 17-year-old students related to problem solving, and (2) the influence of such interactions in their cognitive development. Concludes that the interactions significantly influenced the individual development of cognitive and heuristic…

Explores two mathematics teachers' ways of employing theme-based resources in their lessons. Provides a detailed look at how teachers of diverse pedagogic orientations use thematic contexts in their teaching of mathematics. (Contains 39 references.) (Author/ASK)

Compares two groups of students, one of which used writing to learn mathematics and the other which engaged thinking about mathematical ideas without writing. Indicates no significant differences between the two groups and emphasizes the importance of discussing and communicating mathematical ideas. (Contains 29 references.) (Author/ASK)

Explores aspects of the language used in student's written work in a secondary mathematics classroom as a means of assessing their mathematical understanding. Focuses on student's conceptualizations of polygons and their attempts to differentiate between them. Examines the use of database and concordancing software to understand major sources of…

Discusses three constructs--subject, purpose, and frame--and how they can be used to analyze and characterize the quality of students' mathematics classroom discussion in terms of the mathematics learning potential that those discussions provide. (Contains 17 references.) (Author/ASK)

Explores the relationship between students' oral and written thought processes using an interpretive case study of seven middle grade students. Discusses the position that students' mathematical understanding is further developed through writing as a communicative tool while taking advantage of mediated social practices to make clear the rationale…

Describes how the meaning of a tool was constructed by students and their teacher, and how students used the tool to construct mathematical meaning out of particular tasks through a qualitative classroom-based study. Suggests that the nature of the mathematical tasks and the role, knowledge, and beliefs of the teacher influenced the emergence of…

Describes an earlier study on the main characteristics and background of undergraduate students' difficulties when trying to solve mathematical tasks. Focuses on and extends part of an earlier study that concerned task solving strategies. Indicates that focusing on what is familiar and remembered at a superficial level is dominant over reasoning…

Analyzes questionnaire data from 52 third- and fourth-grade teachers. Asks teachers to consider boys' and girls' achievement in mathematics, stating their views on the reasons for students' successes and failures and describing their learning characteristics. Discusses stereotypical teacher beliefs that might help explain gender differences in…

Clarifies how the relationship between macro and micro social contexts has been addressed in the Vygotskian and Neo-Piagetian approaches to learning. Discusses how these insights can be used to broaden the basis for studying interactions in mathematics classrooms and concludes with ideas for new developments in socio-cultural theory. (Contains 92…

Studies fourth grade students identified by their teachers as having 'above average ability' in mathematics who were participating in 'pull out' enrichment sessions. Indicates that these students did not show initial difficulties with turn commands previously reported in mixed populations, and they created strategies to determine the correct…