Publication Date

In 2020 | 0 |

Since 2019 | 23 |

Since 2016 (last 5 years) | 85 |

Since 2011 (last 10 years) | 275 |

Since 2001 (last 20 years) | 532 |

Descriptor

Source

Author

Rowan, Thomas | 11 |

Fennell, Francis | 10 |

Bamberger, Honi | 9 |

Sammons, Kay | 9 |

Suarez, Anna | 9 |

Alonzo, Julie | 6 |

Romberg, Thomas A. | 6 |

Tindal, Gerald | 6 |

Anderson, Daniel | 5 |

Capraro, Robert M. | 5 |

Schoen, Harold L. | 5 |

More ▼ |

Publication Type

Education Level

Audience

Teachers | 258 |

Practitioners | 131 |

Policymakers | 19 |

Administrators | 13 |

Researchers | 9 |

Parents | 7 |

Community | 1 |

Students | 1 |

Support Staff | 1 |

Location

California | 9 |

United States | 8 |

Australia | 6 |

Virginia | 6 |

Canada | 5 |

Florida | 5 |

Japan | 5 |

Massachusetts | 5 |

Texas | 5 |

Kentucky | 4 |

New York | 4 |

More ▼ |

Laws, Policies, & Programs

No Child Left Behind Act 2001 | 5 |

Assessments and Surveys

What Works Clearinghouse Rating

Meets WWC Standards with or without Reservations | 1 |

Huinker, DeAnn – Teaching Children Mathematics, 2019

Mathematics education at the high school level is not working for many students. Although there has been steady improvement in mathematics learning at the elementary and middle school levels across the United States, for the past decade, student achievement has remained essentially flat at the high school level (NCES 2015, 2016). One possible…

Descriptors: Mathematics Instruction, Learner Engagement, Elementary School Mathematics, Elementary School Students

Özgün-Koca, S. Asli – Mathematics Teacher, 2016

The Common Core State Standards (CCSSI 2010) and NCTM's (2014) "Principles to Actions" agree that "for meaningful learning of mathematics, tools and technology must be indispensable features of the classroom . . . that support students in exploring mathematics as well as in making sense of concepts and procedures and engaging in…

Descriptors: Mathematics Instruction, Technology Uses in Education, Educational Technology, Mathematical Concepts

Patenaude, Raymond E. – ProQuest LLC, 2013

The Common Core State Standards for Mathematics (CCSSM) are founded on a long history of mathematics education research emphasizing the importance of teaching mathematics for understanding. The CCSSM along with the National Council of Teachers of Mathematics (NCTM) recommend the use of technology in the teaching of mathematics. New mobile…

Descriptors: Secondary School Mathematics, High School Students, Mathematics Education, Computer Software

Unal, Husan – Australian Mathematics Teacher, 2009

Studies have shown that students' understanding is typically analytic and not visual. Two possible reasons for this are when the analytic mode, instead of the graphic mode, is most frequently used in instruction or, when students or teachers hold the belief that mathematics consists simply of skillful manipulation of symbols and numbers. The…

Descriptors: Symbols (Mathematics), Mathematics Teachers, Geometric Concepts, Arithmetic

Wachira, Patrick; Keengwe, Jared; Onchwari, Grace – AACE Journal, 2008

Many preservice teachers report having had little exposure on the use of technology in the teaching and learning of mathematics. Without guidance on the appropriate use of technology, prospective teachers are left to form their own beliefs about what is appropriate technology use. This study assessed preservice teacher beliefs and conceptions of…

Descriptors: Preservice Teacher Education, Preservice Teachers, Appropriate Technology, Mathematics Teachers

Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R. – Mathematics Teacher, 2014

Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning.…

Descriptors: Mathematics Instruction, Thinking Skills, Mathematics Skills, Mathematical Logic

Alonzo, Julie; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2009

We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the…

Descriptors: At Risk Students, Mathematics Teachers, National Standards, Item Response Theory

Bye, Shari L. – ProQuest LLC, 2011

"In the three decades since the 1980 publication of An Agenda for Action, the National Council of Teachers of Mathematics (NCTM) has consistently advocated a coherent prekindergarten through grade 12 mathematics curriculum focused on mathematical problem solving" (NCTM, 2009, p. xi). Despite a call for secondary mathematics students to…

Descriptors: Mathematics Curriculum, Textbooks, Federal Legislation, Instructional Innovation

Arbaugh, Fran; Herbel-Eisenmann, Beth; Ramirez, Nora; Knuth, Eric; Kranendonk, Henry; Quander, Judith Reed – National Council of Teachers of Mathematics, 2010

In August 2008, the National Council of Teachers of Mathematics (NCTM) brought together approximately 60 mathematics education researchers and practitioners for a 4-day working conference. During this working conference, the participants analyzed over 350 mathematics education practitioner-generated questions in seven areas: assessment,…

Descriptors: Mathematics Education, Mathematics Teachers, Conferences (Gatherings), Workshops

Strayer, Jeremy; Matuszewski, Amber – Mathematics Teacher, 2016

In this article, Strayer and Matuszewski present a six-phase strategy that teachers can use to help students develop a conceptual understanding of inferential hypothesis testing through simulation. As Strayer and Matuszewski discuss the strategy, they describe each phase in general, explain how they implemented the phase while teaching their…

Descriptors: Mathematics Instruction, Teaching Methods, Hypothesis Testing, Simulation

Cavanagh, Sean – Education Week, 2009

Three years after calling for a reordering of elementary and middle school math curricula, the nation's largest group of math teachers is urging a new approach to high school instruction, one that aims to build students' ability to choose and apply the most effective problem-solving techniques, in the classroom and in life. Cultivating those…

Descriptors: Middle Schools, Problem Solving, Mathematics Teachers, Teacher Student Relationship

Li, Xiaobao; Li, Yeping – School Science and Mathematics, 2008

Mathematics and science are important for success in school, but learning mathematics and science can be a difficult task to some students. Efforts to improve students' learning of school mathematics and science have led to reform efforts in curriculum and instruction over the past decades (e.g., National Council of Teachers of Mathematics [NCTM],…

Descriptors: Learning Problems, Mathematics Education, National Competency Tests, Educational Change

Murawska, Jaclyn M.; Zollman, Alan – Mathematics Teaching in the Middle School, 2015

Although discussions about inductive reasoning can be traced back thousands of years (Fitelson 2011), the implementation of the Standards for Mathematical Practice (SMP) within the Common Core State Standards (CCSSI 2010) is generating renewed attention to how students learn mathematics. The third SMP, "Construct viable arguments and critique…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle School Students, Mathematical Logic

Small, Marian; Lin, Amy – Teachers College Press, 2010

Teachers know that Differentiated Instruction (DI) helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. In this new book, written specifically for secondary mathematics teachers, the authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math…

Descriptors: Mathematics Education, Student Participation, Data Analysis, Mathematics Teachers

Edwards, Thomas G.; Chelst, Kenneth R. – Mathematics Teacher, 2019

While tutoring his granddaughter in second-year algebra recently, the second author lamented that every textbook he could find expresses the quadratic formula as probably the most common form of the formula. What troubled him is that this form hides the meaning of the various components of the equation. Indeed, the meaning was obscured by the…

Descriptors: Mathematics Instruction, Mathematical Formulas, Algebra, Teaching Methods