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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 30 results
The Progressive Development of Early Embodied Algebraic Thinking
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Radford, Luis – Mathematics Education Research Journal, 2014
In this article I present some results from a 5-year longitudinal investigation with young students about the genesis of embodied, non-symbolic algebraic thinking and its progressive transition to culturally evolved forms of symbolic thinking. The investigation draws on a cultural-historical theory of teaching and learning--the theory of…
Descriptors: Algebra, Mathematical Logic, Longitudinal Studies, Investigations
The Effects of Polya's Heuristic and Diary Writing on Children's Problem Solving
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Hensberry, Karina K. R.; Jacobbe, Tim – Mathematics Education Research Journal, 2012
This paper presents the results of a study that aimed at increasing students' problem-solving skills. Polya's (1985) heuristic for problem solving was used and students were required to articulate their thought processes through the use of a structured diary. The diary prompted students to answer questions designed to engage them in the phases of…
Descriptors: Heuristics, Problem Solving, Diaries, Mathematics Instruction
Cultural Horizons for Mathematics
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Owens, Kay; Paraides, Patricia; Nutti, Ylva Jannok; Johansson, Gunilla; Bennet, Maria; Doolan, Pat; Peckham, Ray; Hill, John; Doolan, Frank; O'Sullivan, Dominic; Murray, Libbey; Logan, Patricia; McNair, Melissa; Sunnari, Vappu; Murray, Beatrice; Miller, Alissa; Nolan, John; Simpson, Alca; Ohrin, Christine; Doolan, Terry; Doolan, Michelle; Taylor, Paul – Mathematics Education Research Journal, 2011
As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological…
Descriptors: Critical Theory, Mathematics Education, Foreign Countries, Indigenous Populations
Cognitive Load and Modelling of an Algebra Problem
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Chinnappan, Mohan – Mathematics Education Research Journal, 2010
In the present study, I examine a modelling strategy as employed by a teacher in the context of an algebra lesson. The actions of this teacher suggest that a modelling approach will have a greater impact on enriching student learning if we do not lose sight of the need to manage associated cognitive loads that could either aid or hinder the…
Descriptors: Cognitive Processes, Algebra, Teaching Methods, Models
The Transition to Formal Thinking in Mathematics
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Tall, David – Mathematics Education Research Journal, 2008
This paper focuses on the changes in thinking involved in the transition from school mathematics to formal proof in pure mathematics at university. School mathematics is seen as a combination of visual representations, including geometry and graphs, together with symbolic calculations and manipulations. Pure mathematics in university shifts…
Descriptors: Mathematical Logic, Mathematics Instruction, Mathematical Concepts, College Mathematics
Suggestion for a Theoretical Model for Secondary-Tertiary Transition in Mathematics
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Clark, Megan; Lovric, Miroslav – Mathematics Education Research Journal, 2008
One of most notable features of existing body of research in transition seems to be the absence of a theoretical model. The suggestion we present in this paper--to view and understand the high school to university transition in mathematics as a modern-day rite of passage--is an attempt at defining such framework. Although dominantly reflecting…
Descriptors: Ceremonies, Anthropology, Adolescents, Cultural Context
Abstraction as a Natural Process of Mental Compression
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Gray, Eddie; Tall, David – Mathematics Education Research Journal, 2007
This paper considers mathematical abstraction as arising through a natural mechanism of the biological brain in which complicated phenomena are compressed into thinkable concepts. The neurons in the brain continually fire in parallel and the brain copes with the saturation of information by the simple expedient of suppressing irrelevant data and…
Descriptors: Symbols (Mathematics), Brain, Arithmetic, Mathematics Instruction
A Dialectical Approach to the Formation of Mathematical Abstractions
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Ozmantar, Mehmet Fatih; Monaghan, John – Mathematics Education Research Journal, 2007
This paper is structured in two sections. The first examines views of mathematical abstraction in two broad categories: empiricist and dialectical accounts. It documents the difficulties involved in and explores the potentialities of both accounts. Then it outlines a recent model which takes a dialectical materialist approach to abstraction in…
Descriptors: Tutors, Abstract Reasoning, Student Development, Models
Modelling Mathematics Problem Solving Item Responses Using a Multidimensional IRT Model
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Wu, Margaret; Adams, Raymond – Mathematics Education Research Journal, 2006
This research examined students' responses to mathematics problem-solving tasks and applied a general multidimensional IRT model at the response category level. In doing so, cognitive processes were identified and modelled through item response modelling to extract more information than would be provided using conventional practices in scoring…
Descriptors: Problem Solving, Mathematics Education, Cognitive Psychology, Item Response Theory
Strategies Employed by Upper Secondary Students for Overcoming or Exploiting Conditions Affecting Accessibility of Applications Tasks
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Stillman, Gloria – Mathematics Education Research Journal, 2004
A cognitive/metacognitive framework is presented for analysing applications tasks and responses to these. Conditions facilitating or impeding access to such tasks at the upper secondary level were identified using qualitative data analysis techniques within this framework. Strategies employed in exploiting, or overcoming these conditions were…
Descriptors: High School Students, Data Analysis, Metacognition, Mathematical Applications
A Developmental Scale of Mental Computation with Part-Whole Numbers
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Callingham, Rosemary; Watson, Jane – Mathematics Education Research Journal, 2004
In this article, data from a study of the mental computation competence of students in grades 3 to 10 are presented. Students responded to mental computation items, presented orally, that included operations applied to fractions, decimals and percents. The data were analysed using Rasch modelling techniques, and a six-level hierarchy of part-whole…
Descriptors: Mental Computation, Competence, Arithmetic, Mathematical Concepts
Identifying Cognitive Engagement in the Mathematics Classroom.
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Helme, Sue; Clarke, David – Mathematics Education Research Journal, 2001
Reports an analysis of videotape and interview data from four Year 8 mathematics lessons from the perspective of student cognitive engagement. Reports that cognitive engagement can be consistently recognized by specific linguistic and behavioral indicators. (Author/MM)
Descriptors: Cognitive Processes, Linguistic Performance, Mathematics Education, Secondary Education
Calculus Students' Ability To Solve Geometric Related-Rates Problems.
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Martin, Tami – Mathematics Education Research Journal, 2000
Assesses the ability of university students enrolled in an introductory calculus course to solve related-rates problems set in geometric contexts. Indicates that overall performance on the geometric related-rates problems was poor and the poorest performance was on steps linked to conceptual understanding. (Contains 34 references.) (Author/ASK)
Descriptors: Calculus, Cognitive Processes, Concept Formation, Geometric Concepts
Linear Geometric Number Patterns: Middle School Students' Strategies.
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Bishop, Joyce – Mathematics Education Research Journal, 2000
Presents the results of (n=23) seventh- and eighth-grade students' interviews as they solve problems related to four linear geometric patterns involving perimeter and area. Students' responses suggest four levels of thinking about linear geometric number patterns. (Contains 33 references.) (Author/ASK)
Descriptors: Area, Cognitive Processes, Geometric Concepts, Grade 7
The Role of Collecting in the Growth of Mathematical Understanding.
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Pirie, Susan; Martin, Lyndon – Mathematics Education Research Journal, 2000
Discusses collecting which occurs when students know what is needed to solve a problem, and yet their understanding is not sufficient for the automatic recall of useable knowledge. Presents exemplars of classroom discourse to describe the collecting phenomenon and discusses the implications for teacher and learners. (Contains 24 references.)…
Descriptors: Case Studies, Cognitive Processes, Learning Theories, Mathematics Education
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