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Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn – Early Childhood Education Journal, 2016
Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent…
Descriptors: Preschool Children, Preschool Education, Computation, Numeracy
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Joubert, Jody; Callaghan, Ronel; Engelbrecht, Johann – ZDM: The International Journal on Mathematics Education, 2020
Lesson study (LS) is a form of professional development, with a strong foundation in mathematics education, based on teachers collaborating to design lessons. This collaboration, however, can be challenging for isolated teachers. In 2017, a course was presented at the university to train 52 teachers from all over South Africa as well as Botswana…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, Teacher Collaboration
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Gokkurt Ozdemir, Burçin; Soylu, Yasin – International Online Journal of Primary Education, 2017
Mathematics education consists of numerous factors, and a vital factor is teachers. Therefore, well-trained teachers play a crucial role in the education system. In this context, the pedagogical content knowledge of teachers forms a vital foundation for effective mathematics teaching. The study aimed to examine the pedagogical content knowledge of…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Teacher Effectiveness, Misconceptions
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Fredriksen, Helge – Teaching Mathematics and Its Applications, 2021
Flipped Classroom as a pedagogical framework has gained popularity at secondary and tertiary levels of mathematics education, but there is a lack of research based on a solid theoretical foundation. This article considers the flipped mathematics classroom from the perspective of affordances and cultural-historical activity theory. The empirical…
Descriptors: Affordances, Flipped Classroom, Mathematics Education, Computer Science Education
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Eustace, James; Bradford, Michael; Pathak, Pramod – Journal of Computers in Mathematics and Science Teaching, 2020
Mathematics is a foundation subject within Computer Science which students continue to find challenging. Technology-enhanced learning pedagogies provide opportunities to improve educational learning outcomes, supporting dialogue and best practice. Research conducted over a three-year period at National College of Ireland's "Introduction to…
Descriptors: Blended Learning, Teaching Methods, Computer Science Education, Mathematics Instruction
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Szkudlarek, Emily; Brannon, Elizabeth M. – Language Learning and Development, 2017
In this article we first review evidence for the approximate number system (ANS), an evolutionarily ancient and developmentally conservative cognitive mechanism for representing number without language. We then critically review five different lines of support for the proposal that symbolic representations of number build upon the ANS, and discuss…
Descriptors: Number Concepts, Symbols (Mathematics), Cognitive Processes, Neurology
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Lynch, David; Yeigh, Tony; Woolcott, Geoff; Peddell, Lewes; Hudson, Suzanne; Samojlowicz, Darius; Markopoulos, Christos; Bui, Vinh; Willis, Royce – Australian Mathematics Education Journal, 2020
This article outlines a Teacher of Mathematics Identity (ToMI) framework as an innovative theoretical foundation for supporting teachers of mathematics in regional, rural and remote (RRR) Australia. The framework is based on the identification of systemic challenges and provision of adaptive solutions, beginning with localised challenges faced in…
Descriptors: Mathematics Teachers, Professional Identity, Rural Areas, Geographic Isolation
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Hlalele, Dipane – Africa Education Review, 2019
The purpose of the study was to explore rural university access programme students' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on students' confidence, motivation and achievement. The quantitative study was exploratory and descriptive in nature. The participants were 655…
Descriptors: Rural Schools, Access to Education, Student Experience, Mathematics Anxiety
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Doraiswamy, Nithya; Porter, Kristen M.; Wilson, Grant; Paprzycki, Peter; Czerniak, Charlene M.; Tuttle, Nicole; Czajkowski, Kevin – Journal of School Leadership, 2016
This paper describes the development and validation of a science teacher leadership instrument modeled on the seven domains of the Teacher Leader Model (TLM) Standards (The Teacher Leadership Exploratory Consortium, 2011). Instrument development was part of National Science Foundation--funded Mathematics and Science Partnership (MSP) program that…
Descriptors: Test Construction, Test Validity, Teacher Leadership, Teacher Behavior
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Lipka, Jerry; Andrew-Ihrke, Dora; Koester, David; Zinger, Victor; Olson, Melfried; Yanez, Evelyn; Rubinstein, Don – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
This unlikely cast of characters, by working collaboratively in a trusting learning community, was able to identify an approach to teaching rational numbers through measuring from the everyday practices of Yup'ik Eskimo and other elders. "The beginning of everything," as named by a Yup'ik elder, provided deep insights into how practical…
Descriptors: Mathematics Instruction, Teaching Methods, Indigenous Knowledge, Alaska Natives
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Wang, Daniel R.; Hajjar, David P.; Cole, Curtis L. – International Journal of Higher Education, 2020
The development of a knowledge economy requires a nation to foster a robust foundation in science, technology, engineering, and mathematics (STEM). The countries of the Arab world, including the oil-rich nations of the Gulf, have made great strides in this regard, though much remains to be done. This article examines the cultural barriers these…
Descriptors: Medical Education, Arabs, Foreign Countries, Case Studies
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Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan – Australian Journal of Adult Learning, 2017
With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether…
Descriptors: Foreign Countries, College Students, Gender Differences, Student Participation
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Xin, Yan Ping – ZDM: The International Journal on Mathematics Education, 2019
Whole number arithmetic is the foundation of higher mathematics and a core part of elementary mathematics. Awareness of pattern and underlying problem structure promote the learning of whole number arithmetic. A growing consensus has emerged on the necessity to provide students with the opportunity to engage in algebraic reasoning earlier in their…
Descriptors: Addition, Mathematics Instruction, Word Problems (Mathematics), Problem Solving
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Lake, Warren; Wallin, Margie; Woolcott, Geoff; Boyd, Wendy; Foster, Alan; Markopoulos, Christos; Boyd, William – International Journal of Mathematical Education in Science and Technology, 2017
Student mathematics performance and the need for work-ready graduates to be mathematics-competent is a core issue for many universities. While both student and teacher are responsible for learning outcomes, there is a need to explicitly acknowledge the weak mathematics foundation of many university students. A systematic literature review was…
Descriptors: Meta Analysis, Teaching Methods, Teaching Models, Mathematics Achievement
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Stupp, Shari; Nabb, Keith; Goodwin, Danielle – Distance Learning, 2019
What students believe about the nature and role of mathematics is critical to their learning of mathematics, as negative beliefs stunt children's curiosity about mathematics and cause student motivations to learn mathematics to be based on grades and other extrinsic motivators (Howley et al., 2005). For meaningful learning to take place, students…
Descriptors: Independent Study, Web Based Instruction, Mathematics Instruction, Academically Gifted
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