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Wager, Anita A.; Parks, Amy Noelle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015

This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children's engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important…

Descriptors: Preschool Teachers, Play, Numbers, Teaching Methods

Pierce, Robyn; Begg, Meredith – Mathematics Education Research Group of Australasia, 2017

School and university mathematics: Do they speak the same language? Our university mathematics students come from amongst the successful school mathematics students, but what difficulties with symbols do their lecturers and tutors observe? In this paper, we report on data from interviews with 21 first-year lecturers and tutors from four…

Descriptors: Mathematics Instruction, College Mathematics, Mathematical Concepts, College Faculty

Wickstrom, Megan H. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This article is a report on a teacher study group that focused on three elementary teachers' perceptions of mathematical modeling in contrast to typical mathematics instruction. Through the theoretical lens of figured worlds, I discuss how mathematics instruction was conceptualized across the classrooms in terms of artifacts, discourse, and…

Descriptors: Mathematics Instruction, Mathematical Models, Elementary School Mathematics, Elementary School Teachers

Czocher, Jennifer A.; Maldonado, Luz – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015

Given the Common Core's dual emphases on mathematical modeling, there is a need to understand modeling as a practice and content standard to develop students' mathematical modeling skills. This study of 12 students from differing levels of mathematics instruction and English Language proficiency includes analysis of their modeling with mathematics…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Mathematical Models, Language Proficiency

Siemon, Dianne; Day, Lorraine; Stephens, Max; Horne, Marj; Callingham, Rosemary; Watson, Jane; Seah, Rebecca – Mathematics Education Research Group of Australasia, 2017

The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills and mathematical reasoning. What are the big ideas of mathematical reasoning and is it possible to map their learning trajectories? Using rich assessment tasks designed for middle-years students of mathematics, this symposium reports on the…

Descriptors: Mathematics Instruction, Mathematical Logic, Thinking Skills, Middle School Students

Sackett, Ginni – NAMTA Journal, 2014

Ginny Sackett lists many of the universal attributes of the absorbent mind--pattern recognition, order, incarnation, the rules for language, and numeracy. Her essay borders on the metaphysical as it suggests that the mathematical mind is really a non-entity and is responsible for all aspects of knowledge acquisition regardless of the discipline of…

Descriptors: Montessori Method, Early Childhood Education, Mathematics Education, Cognitive Processes

Adams, Anne E.; Karunakaran, Monica Smith; Klosterman, Peter; Knott, Libby; Ely, Rob – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016

This study examined discussions centered on precise mathematical language use in two fifth grade classrooms. Drawing on episodes from lessons in which teachers focused on encouraging mathematics reasoning, our analysis examines the relationship between precise language use and mathematical justifying. We present three classroom episodes that…

Descriptors: Mathematics Instruction, Instructional Effectiveness, Classroom Communication, Classroom Techniques

Cunha, Kátia Machinez; Sholl-Franco, Alfred – Journal of Research in Special Educational Needs, 2016

The use of inclusive teaching materials that motivate and encourage the development of executive functions has been neglected by the mathematic teaching, in which intelligence is valued, but no efforts are made to stimulate it. There are numerous reasons for that, among which are teachers' and students' unawareness that mathematics involves higher…

Descriptors: Inclusion, Teaching Methods, Instructional Materials, Workshops

MacDonald, Amy; Carmichael, Colin – Mathematics Education Research Group of Australasia, 2016

International research suggests that early mathematical competences predicts later mathematical outcomes. In this paper, we build on our previous study of young children's mathematical competencies (MacDonald & Carmichael, 2015) to explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and…

Descriptors: Foreign Countries, Longitudinal Studies, Mathematics Instruction, Young Children

Linsell, Chris; Holmes, Marilyn; Sullivan, Peter – Mathematics Education Research Group of Australasia, 2016

This paper examines the learning by students who were participating in a project designed to promote persistence while working on mathematical tasks. We examined their learning of mathematics concepts and learning about the processes of engaging in mathematical tasks. There were substantial increases in students' knowledge of angles and also…

Descriptors: Foreign Countries, Task Analysis, Mathematics Activities, Science Projects

Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen – Mathematics Education Research Group of Australasia, 2016

Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

Descriptors: Professional Education, Elementary School Mathematics, Elementary School Teachers, Mathematical Logic

Erickson, Ander – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This study employs a cross-case analysis in order to explore the demands and opportunities that arise when information problem-solving tasks are introduced into college mathematics classes. Professors at three universities collaborated with me to develop statistics-related activities that required students to engage in research outside the…

Descriptors: Undergraduate Students, College Mathematics, Mathematics Education, Problem Solving

Lambert, Rachel; Tan, Paulo – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016

Based on an analysis of 408 mathematics research articles published in 2013, this presentation theorizes the current divide between research in mathematics education and special education using Disability Studies in Mathematics Education. For those without disabilities, mathematical learning was understood primarily through constructivist,…

Descriptors: Disabilities, Literature Reviews, Mathematics Education, Special Education

Areepattamannil, Shaljan; Kaur, Berinderjeet – Mathematics Education Research Group of Australasia, 2013

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…

Descriptors: Mathematics Teachers, Teacher Attitudes, Mathematics Skills, Competence

Bishop, Jessica Pierson; Hardison, Hamilton; Przybyla-Kuchek, Julia – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016

In this paper we consider how mathematics instruction that values, attends to, and builds on students' mathematical ideas is realized through discourse. We describe interactions that build on students' thinking and in which students help to determine the direction of mathematics lessons as responsive. Using a framework we developed to characterize…

Descriptors: Mathematics Instruction, Active Learning, Aptitude Treatment Interaction, Classroom Communication