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Althauser, Krista L. – Journal of Education and Learning, 2018

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary…

Descriptors: Mixed Methods Research, Mathematics Instruction, Preservice Teachers, Teacher Effectiveness

Li, Hui-Chuan; Stylianides, Andreas J. – Interactive Learning Environments, 2018

The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to…

Descriptors: Teacher Role, Student Role, Problem Based Learning, Intervention

Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena – Interactive Learning Environments, 2018

The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…

Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Blended Learning

Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Exceptional Children, 2018

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion

Bouck, Emily C.; Working, Christopher; Bone, Erin – Intervention in School and Clinic, 2018

Understanding mathematical concepts is important for all students, although often challenging for many students with disabilities. Historically, educators have used concrete manipulatives to support and build conceptual understanding. Mobile devices provide a valuable option to support students with disabilities in mathematics through app-based…

Descriptors: Computer Oriented Programs, Manipulative Materials, Disabilities, Mathematics Instruction

Jitendra, Asha K.; Lein, Amy E.; Im, Soo-hyun; Alghamdi, Ahmed A.; Hefte, Scott B.; Mouanoutoua, John – Exceptional Children, 2018

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies…

Descriptors: Mathematics Instruction, Intervention, Secondary School Mathematics, Learning Disabilities

Hill, Heather C.; Corey, Douglas Lyman; Jacob, Robin T. – Teachers College Record, 2018

Background/Context: Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes…

Descriptors: Mathematics, Faculty Development, Mathematics Instruction, Arithmetic

Banse, Holland W.; Curby, Timothy W.; Palacios, Natalia A.; Rimm-Kaufman, Sara E. – Teachers College Record, 2018

Background: Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices…

Descriptors: Grade 5, Mathematics, Mathematics Teachers, Mathematics Instruction

Gresham, Gina – Journal of Teacher Education, 2018

Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were…

Descriptors: Mathematics Anxiety, Teaching Experience, Likert Scales, Questionnaires

Beisiegel, Mary; Mitchell, Rebecca; Hill, Heather C. – Journal of Teacher Education, 2018

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers' instruction, or whether teachers watch stock video of unknown teachers; and (b)…

Descriptors: Educational Technology, Teaching Methods, Technology Uses in Education, Video Technology

Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A. – Early Education and Development, 2018

Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…

Descriptors: Early Childhood Education, Preschool Teachers, Self Efficacy, Science Instruction

Russ, Rosemary S. – Journal of Research in Science Teaching, 2018

Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways…

Descriptors: Science Teachers, Mathematics Teachers, Teacher Student Relationship, Mathematics Instruction

Little, Catherine A.; Adelson, Jill L.; Kearney, Kelly L.; Cash, Kathleen; O'Brien, Rebecca – Gifted Child Quarterly, 2018

Students who come from low-income backgrounds tend to be underidentified and underserved in gifted education. Early interventions with learners of high potential from underserved groups, including exposure to challenging curriculum and summer opportunities, are important for nurturing these students' talents and preparing them for advanced…

Descriptors: Readiness, Summer Programs, Mathematics Achievement, Low Income Students

Chen, Jing-Hua; Chen, Yi-Chou – Journal of Education and Learning, 2018

Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied…

Descriptors: Foreign Countries, Individualized Instruction, Mathematics Instruction, College Mathematics

Yu, Rongrong; Singh, Kusum – Journal of Educational Research, 2018

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

Descriptors: Teaching Methods, Student Motivation, Mathematics Instruction, Mathematics Achievement