Collaboration between Mathematicians and Mathematics Educators is crucial in advancing knowledge on the teaching and learning of Mathematics, particularly in advanced Mathematics pedagogy. However, there is a need for the type of collaborations where Mathematicians and Mathematics Educators can find common ground, and the synergy of their…

This paper is drawn from a doctoral thesis (Rosa, 2008) that examines the relations established between the construction of online identities and the teaching and learning of the definite integral concept in an online learning course. The role-playing game (RPG) is played out through chat and calls for the creation of characters (online…

An attempt is made to elaborate on the connections and differences between the objective and subjective elements of mathematical knowledge using case study analysis relative to how an epistemological perspective about probability and randomness impacts upon a short classroom teaching episode. (19 references) (Author/JJK)

Comparisons were made between teacher and pupil perceptions of eight facets of the mathematics environment. Teacher perceptions tended to differ from pupil perceptions although not always in the hypothesized direction. (Author/CW)

One of the great strengths of Jim Kaput's research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, "democratizing access to the mathematics of change," was enacted by deliberate efforts to reach an increasing number of teachers and students each…

Investigated was the influence of socioeconomic status, entry style, and instructional variables on postsecondary mathematics performance of students in New Guinea. The pattern of results indicated that the performance of students could be more meaningfully grouped based on entry style rather than on mode of instruction. (Author/CW)

Implications of using pupil-to-pupil discussion with mathematics classrooms are discussed, with different ways in which such discussion might promote mathematical understanding. A framework for instruction includes the learning of the computer language Logo. (MNS)

An application of critical cultural and ideological technology is reported in the field of mathematics education. A step-by-step method is set out and applied to a particular classroom problem. (CW)

Reports on a study into first grade student's interpretations of the equals sign in different contexts. Argues that varying situations affect students' understanding of such arithmetic concepts, including the social interaction patterns in the classroom during arithmetic instruction. (TW)

Discusses a model which provides a partial explanation of why females are not achieving equity in mathematics education. The model consists of four phases and explores mediating factors of autonomous learning behaviors which exist between socialization influences and learning. (JN)

This article is concerned with the learning of mathematics before the commencement of formal schooling. Describes the experiences of two students from four main sets of data: formal and informal measures of mathematics achievement, the learning environment in the home, and observations during teacher-led sessions concerned with mathematical…

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

Presented is a comparison of two major surveys of the teaching and learning of mathematics conducted by the International Association for the Evaluation of Educational Achievement. Surveys indicate that performance levels have declined in computational skills and increased in algebra. (Author/CW)

Describes the stages of a process of reflective thinking. Investigates how geometrical models can be used in learning and teaching mathematics in connection with the process. Identifies two models for children of age four to eight: constant path in the space of shapes and continuous path of varied polygonal shapes. (Author/YP)

Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…