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Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed. – IAP - Information Age Publishing, Inc., 2014

The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…

Descriptors: Mathematics Education, Prior Learning, Mathematical Concepts, Concept Formation

Chamberlin, Michelle – Mathematics Teacher Education and Development, 2009

This study examined the impact on 16 middle-school teachers' conceptions of mathematics learning and teaching of reflections on their learning experiences within mathematics professional development. The research questions were: In their reflections, what do teachers express about how they best learned mathematics through these learning…

Descriptors: Grounded Theory, Mathematics Education, Professional Development, Mathematics Instruction

Nagy, Robin – Australian Mathematics Teacher, 2013

It is essential to retain a focus on building students' mathematical reasoning and comprehension rather than merely developing superficial understanding through procedural learning. All too often this approach "takes a back seat" because of examination and assessment pressure, where the importance of "How?" supersedes that of…

Descriptors: Mathematics, Professional Personnel, Mathematics Teachers, Secondary School Mathematics

Bowers, Janet S.; Stephens, Becky – Journal of Mathematics Teacher Education, 2011

The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…

Descriptors: Elementary Secondary Education, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Educators

Bingolbali, E.; Ozmantar, M. F. – International Journal of Mathematical Education in Science and Technology, 2009

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…

Descriptors: Mathematics Education, Calculus, Teaching Methods, Mathematics Instruction

Parks, Amy Noelle; Blom, Diana Chang – Teaching Children Mathematics, 2013

The purpose of this article is to provide strategies for recognizing meaningful mathematics in common play contexts in early childhood classrooms and to offer suggestions for how teachers might intervene in these moments to help children attend to the mathematical ideas embedded in their play. In particular, the author's focus on the concepts of…

Descriptors: Mathematics Instruction, Early Childhood Education, Play, Mathematical Concepts

Inoue, Noriyuki – Journal of Mathematics Teacher Education, 2011

One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn…

Descriptors: Mathematics Instruction, Problem Solving, Teachers, Mathematics Education

Moreira, Plinio C.; David, Maria M. – Journal of Mathematics Teacher Education, 2008

In this article we analyze the relations between academic mathematical knowledge and the mathematical knowledge associated with issues mathematics school teachers face in practice, according to the specialized literature, and restricted to the theme "number systems". We present examples that illustrate some areas of conflict between those forms of…

Descriptors: Mathematics Education, Number Systems, Teachers, Teaching Methods

Hilton, Annette; Hilton, Geoff – Teaching Science, 2016

In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

Descriptors: Science Instruction, Mathematics Skills, Mathematical Concepts, Problem Solving

Sriraman, Bharath, Ed. – IAP - Information Age Publishing, Inc., 2012

The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…

Descriptors: Foreign Countries, Majors (Students), Mathematics Education, Calculus

Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy; Barkai, Ruthi; Tabach, Michal – Journal of Mathematical Behavior, 2009

Calls for reform in mathematics education around the world state that proofs should be part of school mathematics at all levels. Turning these calls into a reality falls on teachers' shoulders. This paper focuses on one secondary school teacher's reactions to students' suggested proofs and justifications in elementary number theory. To determine…

Descriptors: Mathematics Education, Number Concepts, Secondary School Teachers, Mathematical Logic

Guerrero, Shannon – Journal of Digital Learning in Teacher Education, 2010

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Mathematics Instruction, Secondary School Teachers

Scherer, Petra – South African Journal of Childhood Education, 2013

This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning…

Descriptors: Mathematics Instruction, Mathematics Activities, Arithmetic, Low Achievement

Madden, Sandra R. – Mathematics Teacher, 2010

Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms…

Descriptors: Secondary School Mathematics, Curriculum Development, Graduate Students, Mathematics Teachers

Ogilvie, J. F.; Monagan, M. B. – Journal of Chemical Education, 2007

The teaching of mathematics courses to chemistry students that is strongly based on symbolic computation and allows an instructor to explore a topic or principle is reviewed. The mathematical software available, nominally for symbolic computation associated with numerical and graphical capabilities are highly developed and provides an invaluable…

Descriptors: Chemistry, Mathematics Instruction, Computation, Computer Software