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Gula, Taras; Hoessler, Carolyn; Maciejewski, Wes – International Journal of Mathematical Education in Science and Technology, 2015

Many students enter the Canadian college system with insufficient mathematical ability and leave the system with little improvement. Those students who enter with poor mathematics ability typically take a developmental mathematics course as their first and possibly only mathematics course. The educational experiences that comprise a developmental…

Descriptors: Foreign Countries, College Students, Mathematics Achievement, Randomized Controlled Trials

Zhu, Nan – International Journal of Disability, Development and Education, 2015

This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with…

Descriptors: Word Problems (Mathematics), Problem Solving, Elementary School Students, Elementary School Mathematics

Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch – PRIMUS, 2016

Educators often argue that mathematics should be taught so that the students in the course are actually "doing mathematics." Is there a consensus among mathematicians and mathematics educators as to the meaning of "doing mathematics?" In an effort to answer this question, we administered a survey to hundreds of university-level…

Descriptors: Mathematics Education, Professional Personnel, Mathematics Teachers, College Faculty

Arhin, Ato Kwamina – Journal of Education and Practice, 2015

The study was a quasi-experimental research project conducted to investigate the effect of performance assessment-driven instructions on the attitude and achievement in mathematics of senior high school students in Ghana at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental…

Descriptors: Foreign Countries, Performance Based Assessment, High School Seniors, Student Attitudes

Shahbari, Juhaina Awawdeh – International Journal for Mathematics Teaching and Learning, 2017

The study investigates the mathematical and the pedagogical content knowledge among in-service and pre-service first- and second-grade mathematics teachers. The sample of 300 subjects consisted of 150 first- and second-grade in-service teachers and 150 pre-service teachers studying in a college of education, 75 of whom were first-year students and…

Descriptors: Mathematics Skills, Pedagogical Content Knowledge, Mathematics Instruction, Elementary School Teachers

Bütüner, Suphi Önder – International Journal of Mathematical Education in Science and Technology, 2018

The aim of this study is to compare students' use of number sense strategies based on their mathematics success levels. Participants were 129 seventh graders from three elite secondary schools in Trabzon. Data were collected through a written examination with 10 problems and semi-structured interviews. Interview data were analyzed by considering…

Descriptors: Comparative Analysis, Number Concepts, Mathematics Achievement, Secondary School Students

Banus, Abdullahi Audu; Dauda, Bala – Journal of Education and Practice, 2015

The study assessed the relative effectiveness of understanding the problem statement on students' mathematical behaviours in Borno State Secondary Schools. The study was guided by an objective: to determine the Understanding the problem statement on student's performance in senior secondary school and a null hypothesis: there was no effect of…

Descriptors: Foreign Countries, Secondary School Students, Quasiexperimental Design, Mathematics Tests

Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015

The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…

Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3

Gülkilika, Hilal; Ugurlu, Hasan Hüseyin; Yürük, Nejla – Educational Sciences: Theory and Practice, 2015

Students should learn mathematics with understanding. This is one of the ideas in the literature on mathematics education that everyone supports, from educational politicians to curriculum developers, from researchers to teachers, and from parents to students. In order to decide whether or not students understand mathematics we should first…

Descriptors: Mathematics Instruction, Geometric Concepts, Concept Formation, Grade 10

Supandi, Supandi; Waluya, S. B.; Rochmad, Rochmad; Suyitno, Hardi; Dewi, Kamelia – International Journal of Instruction, 2018

Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy…

Descriptors: Mathematics Instruction, Teaching Methods, Self Efficacy, Learning Processes

Murphy, Julia; Chang, Jen-Mei; Suaray, Kagba – International Journal of Mathematical Education in Science and Technology, 2016

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both…

Descriptors: Technology Uses in Education, Blended Learning, Video Technology, Homework

Bishop, Jessica Pierson; Lamb, Lisa L.; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Mathematical Thinking and Learning: An International Journal, 2016

Looking for, recognizing, and using underlying mathematical structure is an important aspect of mathematical reasoning. We explore the use of mathematical structure in children's integer strategies by developing and exemplifying the construct of logical necessity. Students in our study used logical necessity to approach and use numbers in a…

Descriptors: Numbers, Arithmetic, Mathematics, Mathematics Instruction

Lee, Chien I. – EURASIA Journal of Mathematics, Science & Technology Education, 2017

Current mathematics education emphasizes techniques, formulas, and procedures, neglecting the importance of understanding, presentation, and reasoning. This turns students into passive listeners that are well-practiced only in using formulas that they do not understand. We therefore adopted the Polya problem-solving method to provide students with…

Descriptors: Mathematics Instruction, Prompting, Teaching Methods, Problem Solving

Gruebel, Robert W.; Childs, Kimberly – Forum on Public Policy Online, 2013

The Texas statewide assessment of academic skills in 1997 indicated that >55 % of the student population failed to master the mathematics objectives set by the test criteria and 42 % of the mathematics teachers at the secondary level in the East Texas region were categorized as underqualified to teach mathematics at that level. The issue of…

Descriptors: STEM Education, Teacher Qualifications, Teacher Competencies, Capacity Building

du Preez, Michelle – South African Journal of Education, 2018

Prompted by the poor state of mathematics education in South Africa and the shortage of competent mathematics teachers, this study sought to identify what factors influenced 40 Postgraduate Certificate in Education (PGCE) students at three universities in the Western Cape Province, with Mathematics as a major subject, to choose teaching as a…

Descriptors: Mathematics Instruction, Teaching (Occupation), Career Choice, Occupational Aspiration