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Palha, Sonia; Dekker, Rijkje; Gravemeijer, Koeno; van Hout-Wolters, Bernadette – Journal of Mathematical Behavior, 2013

Meaningful learning of formal mathematics in regular classrooms remains a problem in mathematics education. Research shows that instructional approaches in which students work collaboratively on tasks that are tailored to problem solving and reflection can improve students' learning in experimental classrooms. However, these sequences involve…

Descriptors: Teaching Methods, Learning Processes, Education, Mathematics Instruction

Bautista, Alfredo; Roth, Wolff-Michael – Journal of Mathematical Behavior, 2012

Rhythm is a fundamental dimension of human nature at both biological and social levels. However, existing research literature has not sufficiently investigated its role in mathematical cognition and behavior. The purpose of this article is to bring the concept of "incarnate rhythm" into current discourses in the field of mathematical learning and…

Descriptors: Mathematics Education, Geometry, Mathematics Instruction, Elementary School Mathematics

Staats, Susan; Batteen, Chris – Journal of Mathematical Behavior, 2010

In discussion-oriented classrooms, students create mathematical ideas through conversations that reflect growing collective knowledge. Linguistic forms known as indexicals assist in the analysis of this collective, negotiated understanding. Indexical words and phrases create meaning through reference to the physical, verbal and ideational context.…

Descriptors: Mathematics Education, Mathematical Linguistics, Algebra, Evaluation

Zahner, William; Velazquez, Griselda; Moschkovich, Judit; Vahey, Phil; Lara-Meloy, Teresa – Journal of Mathematical Behavior, 2012

We analyze how three seventh grade mathematics teachers from a majority Latino/a, linguistically diverse region of Texas taught the same lesson on interpreting graphs of motion as part of the Scaling Up SimCalc study (Roschelle et al., 2010). The students of two of the teachers made strong learning gains as measured by a curriculum-aligned…

Descriptors: Educational Technology, Teaching Methods, Mathematics Education, Grade 7

Wilson, P. Holt; Mojica, Gemma F.; Confrey, Jere – Journal of Mathematical Behavior, 2013

Recent work by researchers has focused on synthesizing and elaborating knowledge of students' thinking on particular concepts as core progressions called learning trajectories. Although useful at the level of curriculum development, assessment design, and the articulation of standards, evidence is only beginning to emerge to suggest how learning…

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

Lavy, Ilana; Shriki, Atara – Journal of Mathematical Behavior, 2010

In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the "What If Not?" (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs'…

Descriptors: Mathematics Education, Validity, Mathematics Teachers, Geometry

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

Kosko, Karl W. – Journal of Mathematical Behavior, 2012

Statements conveying a degree of certainty or doubt, in the form of hedging, have been linked with logical inference in students' talk (Rowland, 2000). Considering the current emphasis on increasing student autonomy for effective mathematical discourse, I posit a relationship between hedging and student autonomy. In the current study, high school…

Descriptors: Student Attitudes, Geometry, Self Management, Inferences

Johnson, Estrella M. S.; Larsen, Sean P. – Journal of Mathematical Behavior, 2012

In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students' mathematical struggles in the moment. After describing each episode we will examine the…

Descriptors: Mathematics Education, Algebra, Mathematics Instruction, Mathematics

Vinner, Shlomo – Journal of Mathematical Behavior, 2007

An attempt is made to analyze mathematical behavior from more general psychological perspectives. The mathematical language is a special case of the human language, which is a form of expression. Many people use common language in a meaningless way. The same is true about the mathematical language. Rituals are other forms of expression. Many…

Descriptors: Mathematics Education, Mathematics Instruction, Mathematical Formulas

Walter, Janet G.; Hart, Janelle – Journal of Mathematical Behavior, 2009

Student motivation has long been a concern of mathematics educators. However, commonly held distinctions between intrinsic and extrinsic motivations may be insufficient to inform our understandings of student motivations in learning mathematics or to appropriately shape pedagogical decisions. Here, motivation is defined, in general, as an…

Descriptors: Mathematics Education, Student Motivation, Calculus, Research Projects

Harkness, Shelly Sheats; Thomas, Jonathan – Journal of Mathematical Behavior, 2008

This article describes the use of a case report, Multiplication as original sin (Corwin, R. B. (1989). "Multiplication as original sin." "Journal of Mathematical Behavior, 8", 223-225), as an assignment in a mathematics course for preservice elementary teachers. In this case study, Corwin described her experience as a 6th grader when she revealed…

Descriptors: Preservice Teacher Education, Preservice Teachers, Validity, Mathematics Instruction

Ko, Yi-Yin; Knuth, Eric J. – Journal of Mathematical Behavior, 2013

Validating proofs and counterexamples across content domains is considered vital practices for undergraduate students to advance their mathematical reasoning and knowledge. To date, not enough is known about the ways mathematics majors determine the validity of arguments in the domains of algebra, analysis, geometry, and number theory--the domains…

Descriptors: Mathematical Logic, Validity, Majors (Students), Undergraduate Students

Lane, Catherine Pullin; Harkness, Shelly Sheats – Journal of Mathematical Behavior, 2012

This article describes the authors' use of three game shows--"Survivor," "The Biggest Loser," and "Deal or No Deal?"--to determine to what degree students engaged in mathematical thinking: specializing, conjecturing, generalizing, and convincing (Burton, 1984). Student responses to the task of creating winning strategies to these shows were…

Descriptors: Mathematics, Games, Television, Programming (Broadcast)

Imm, Kara; Stylianou, Despina A. – Journal of Mathematical Behavior, 2012

Discourse has always been at the heart of teaching. In more recent years, the mathematics education community has also turned its attention towards understanding the role of discourse in mathematics teaching and learning. Using earlier classifications of discourse, in this paper, we looked at three types of classrooms: classrooms that engage in…

Descriptors: Discourse Communities, Mathematics Education, Teacher Student Relationship, Discourse Analysis