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Showing 1 to 15 of 305 results Save | Export
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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