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Inglis, Matthew; Foster, Colin – Journal for Research in Mathematics Education, 2018
Mathematics educators have been publishing their work in international research journals for nearly 5 decades. How has the field developed over this period? We analyzed the full text of all articles published in "Educational Studies in Mathematics" and the "Journal for Research in Mathematics Education" since their foundation.…
Descriptors: Mathematics Education, Educational Research, Mathematics Teachers, History
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Mac Iver, Martha Abele; Mac Iver, Douglas J. – Journal of Educational Research, 2009
Recognizing the need to implement standards-based instructional materials with school-wide coherence led some Philadelphia schools to adopt whole-school reform (WSR) models during the late 1990s. The authors report on the relation between mathematics achievement growth for middle-grade students on the Pennsylvania System of School Assessments and…
Descriptors: Urban Schools, Mathematics Curriculum, School Restructuring, Achievement Gains
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Jordan, Nancy C.; Levine, Susan C. – Developmental Disabilities Research Reviews, 2009
As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished…
Descriptors: Learning Problems, Mathematics Education, Mathematics Achievement, Young Children
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Mntunjani, Lindiwe M.; Adendorf, Stanley A.; Siyepu, Sibawu W. – South African Journal of Childhood Education, 2018
Background: The poor performance of learners in mathematics has long been a matter of concern in South Africa. The Annual National Assessment (ANA) results reveal that the problem starts in the foundation phase with number concepts. Aim: This research sought to ascertain how foundation phase teachers used mathematical resources to teach number…
Descriptors: Foreign Countries, Mathematics Instruction, Number Concepts, Teaching Methods
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Wickstrom, Hanna; Pyle, Angela; DeLuca, Christopher – Early Childhood Education Journal, 2019
There is rising concern in research and practice to improve early years mathematics education as initial mathematical mastery sets the foundation for future academic success. In response to these concerns, this study used observational data from 20 kindergarten classrooms to understand current pedagogies teachers use for mathematics. In…
Descriptors: Kindergarten, Preschool Teachers, Teaching Methods, Mathematics Instruction
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Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley – Educational Studies in Mathematics, 2013
This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…
Descriptors: Disabilities, Mathematics Curriculum, Calculators, Mathematics Instruction
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Clarkson, Lesa M. Covington; Johnstone, Jerika R. – Journal of Negro Education, 2011
This article reflects on processes and characteristics that had a positive impact on improving mathematics achievement at an African-centered charter school. In doing so, an exploratory look into organizational culture provides the basis for a discussion on African-centered school culture. African-centered education played a major role in…
Descriptors: Communities of Practice, African American Students, Curriculum Development, Charter Schools
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Woods, Dawn Marie; Ketterlin Geller, Leanne; Basaraba, Deni – Intervention in School and Clinic, 2018
A strong foundation in early number concepts is critical for students' future success in mathematics. Research suggests that visual representations, like a number line, support students' development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction…
Descriptors: Number Concepts, Numbers, Numeracy, Visual Aids
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Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C. – Society for Research on Educational Effectiveness, 2018
Ratio and proportional relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Solving even simple proportion problems is challenging for many children and adolescents. A small number of studies have examined the efficacy of…
Descriptors: Problem Solving, Mathematics Instruction, Teaching Methods, Instructional Effectiveness
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Vitello, Sylvia; Crawford, Cara – British Educational Research Journal, 2018
In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher-level (higher tier) or lower-level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if…
Descriptors: Foreign Countries, Secondary School Students, Student Certification, Exit Examinations
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Sarama, Julie; Clements, Douglas H. – American Journal of Play, 2009
The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…
Descriptors: Play, Cognitive Development, Child Development, Mathematics Skills
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Beaver, Cheryl; Beaver, Scott – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2011
Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of…
Descriptors: Experimental Groups, Control Groups, Sentences, Curriculum Design
Livy, Sharyn – Mathematics Education Research Group of Australasia, 2012
The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Knowledge Level, Qualitative Research
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Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn – International Journal of Mathematical Education in Science and Technology, 2009
Mathematics and science are tightly interwoven, yet they are often treated as distinct disciplines in the educational context. This study details the development, implementation and outcomes of a teaching intervention that highlights the links between mathematics and science, in the form of a first-year interdisciplinary course. A mixed method…
Descriptors: Student Attitudes, Focus Groups, Mathematics Skills, Interdisciplinary Approach
Oesterle, Susan, Ed.; Allan, Darien, Ed.; Liljedahl, Peter, Ed. – Canadian Mathematics Education Study Group, 2013
This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study…
Descriptors: Foreign Countries, Conference Papers, Mathematics Education, Ethics
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