This article aims to connect two research areas by using positioning theory to review the literature on talk moves, teacher interactions, and discourse patterns in mathematics education. First, a conceptual review identified 44 articles with 94 concepts describing interactions and discourse patterns. Similar concepts were grouped in a process that…

This study proposes a model of several dimensions through which products of teachers' context-based mathematics problem posing (PP) can be modified. The dimensions are Correctness, Authenticity, Task Assortment (consisting of Mathematical Diversity, Multiple Data Representations, Question-Answer Format, Precision-Approximation, and…

This paper describes how the notion of the strongly didactic contract can serve to characterize the teaching adopted to implement a task in probability. It is particularly focused on the reality of mathematical work performed by students and teachers. For this research, classroom sessions were developed in an in-service teacher training course…

When language is defined narrowly in mathematics classrooms, racially and linguistically minoritized students in classrooms could be systematically positioned as "learners of deficiency." Recent scholarship calls for expanding the notion of language to emphasize embodied expression of mathematical ideas. Taking a critical perspective to…

In mathematics education, researchers often contrast conceptual and procedural teaching approaches, although labels and conceptualizations often vary across studies. Prior research has extensively examined empirical relationships between the two teaching approaches and mathematics achievement. In our study, we aimed to extend this research by…

The mathematics education literature indicates a consensus regarding the importance of developing algebraic thinking in elementary school mathematics. However, the approaches used to implement this concept vary around the world. This study examines how a popular standards-based elementary mathematics textbook series in China provides opportunities…

Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students' routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student's…

Due to the COVID-19 pandemic in Shanghai, China, all school classes were delivered through an online environment from February 24 to May 22, 2020. To support this transition, the Shanghai Education Commission led expert teachers and specialists to develop a series of online video lessons based on the Shanghai unified curriculum, and suggested…

Previous studies have proposed that students' mathematical understanding develops dynamically through the process known as folding back, in which learners revisit earlier forms of understanding and use them to build even deeper levels of mathematical understanding. Digital learning environments, where students can manipulate representations, are…

We attend to the composition of even and odd functions, as featured in imagined dialogues between a teacher and students, composed by sixteen teachers in a professional development program. Data were analyzed as aimed at addressing students' intellectual needs, with particular attention to the need for causality and the need for certainty. The…

Mathematics content courses for prospective elementary teachers (PTs) should provide them with opportunities to deepen their understanding of and develop productive dispositions toward mathematics. Supporting mathematics teacher educators (MTEs) to learn how to develop practices that create rich learning opportunities for novice teachers comprises…

The training of non-specialists, particularly engineers, in mathematics requires designing specific didactic proposals that make the importance of mathematics evident. One approach to creating such proposals consists in analyzing the mathematics used in authentic contexts of engineering research and then effectuating a didactic transposition to…

The presented article is dedicated to a new way of teaching substitution in algebra. In order to effectively master the subject matter, it is necessary for students to perceive the equal sign equivalently, to learn to manipulate expressions as objects, and to perceive and use transformations based on defining their own equivalences. According to…

In this paper, we draw on our recent research to inspect again some of the theoretical perspectives we have been using to analyze data and to characterize teaching-learning in university settings. We focus particularly, within a sociocultural perspective on Activity Theory and the construct the "Teaching Triad," seeking to embed the…

Over the last three decades, educational researchers and policymakers have increasingly promoted instructional strategies that centralize group work in mathematics. One difficulty teachers face in implementing group-based instruction in mathematics involves facilitating meaningful group interaction amongst students. In this paper, we explore…