NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Rouleau, Annette – Educational Studies in Mathematics, 2018
In our exploration of the order of operations we focus on the following claim: "In the conventional order of operations, division should be performed before multiplication." This initially surprising claim is based on the acronym BEDMAS, a popular mnemonic used in Canada to assist students in remembering the order of operations. The…
Descriptors: Mathematics Instruction, Mathematical Concepts, Teaching Methods, Mnemonics
Peer reviewed Peer reviewed
Direct linkDirect link
Marmur, Ofer; Zazkis, Rina – Educational Studies in Mathematics, 2018
We investigate responses of prospective secondary school teachers to a task related to┬áthe inverse function concept. We utilize ideas of fuzzy logic as a theoretical lens in analyzing the participants' demonstrated avoidance of refuting the existence of an inverse to a quadratic function. The analysis is based on 29 responses to a scripting task,…
Descriptors: Secondary School Students, Preservice Teachers, Secondary School Mathematics, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kontorovich, Igor'; Zazkis, Rina – Educational Studies in Mathematics, 2016
This study is concerned with tensions between the two different perspectives on the concept of angle: angle as a static shape and angle as a dynamic turn. The goal of the study is to explore how teachers cope with these tensions. We analyze scripts of 16 in-service secondary mathematics teachers, which feature a dialogue between a teacher and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Secondary School Mathematics, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Koichu, Boris – Educational Studies in Mathematics, 2015
We introduce "virtual duoethnography" as a novel research approach in mathematics education, in which researchers produce a text of a dialogic format in the voices of fictional characters, who present and contrast different perspectives on the nature of a particular mathematical phenomenon. We use fiction as a form of research linked to…
Descriptors: Research Methodology, Discourse Communities, Discourse Analysis, Virtual Classrooms
Peer reviewed Peer reviewed
Direct linkDirect link
Mamolo, Ami; Zazkis, Rina – Educational Studies in Mathematics, 2012
In this article, we explore the responses of a group of undergraduate mathematics students to tasks that deal with areas, perimeters, volumes, and derivatives. The tasks challenge the conventional representations of formulas that students are used to from their schooling. Our analysis attends to the specific mathematical ideas and ways of…
Descriptors: Teaching Methods, Undergraduate Students, College Mathematics, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Zazkis, Dov – Educational Studies in Mathematics, 2011
Our study investigates perspectives of mathematics teacher educators related to the usage of their mathematical knowledge in teaching "Methods of Teaching Elementary Mathematics" courses. Five mathematics teacher educators, all with experience in teaching methods courses for prospective elementary school teachers, participated in this study. In a…
Descriptors: Preservice Teacher Education, Methods Courses, Mathematics Education, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Chernoff, Egan J.; Zazkis, Rina – Educational Studies in Mathematics, 2011
This article is a systematic reflection on a sequence of episodes related to teaching probability. Our central claim is that reducing problems to a consideration of the sample space, which consists of equiprobable outcomes, may not be in accord with learners' initial ways of reasoning. We suggest a "desirable pedagogical approach" in which the…
Descriptors: Mathematics Teachers, Probability, Teaching Methods, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Leikin, Roza – Educational Studies in Mathematics, 2008
In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the…
Descriptors: Secondary School Teachers, Knowledge Level, Geometric Concepts, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Zazkis, Rina; Chernoff, Egan J. – Educational Studies in Mathematics, 2008
In this paper we describe two episodes of instructional interaction, in which examples are used in order to help students face their misconceptions. We introduce the notions of pivotal example and bridging example and highlight their role in creating and resolving a cognitive conflict. We suggest that the convincing power of counterexamples…
Descriptors: Misconceptions, Mathematics Instruction, Teaching Methods, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Hazzan, Orit; Zazkis, Rina – Educational Studies in Mathematics, 2005
There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. "Reducing abstraction" is a theoretical framework that examines learners' behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate…
Descriptors: Mathematics Curriculum, Mathematics Education, Abstract Reasoning, Mathematical Concepts
Peer reviewed Peer reviewed
Zazkis, Rina; Liljedahl, Peter – Educational Studies in Mathematics, 2002
Explores the attempts of a group of preservice elementary school teachers to generalize a repeating visual number pattern. Discusses students' emergent algebraic thinking. Indicates that students' ability to express generalities verbally was not accompanied by algebraic notation, but participants often perceived complete and accurate solutions…
Descriptors: Algebra, Communication (Thought Transfer), Concept Formation, Elementary Education
Peer reviewed Peer reviewed
Zazkis, Rina – Educational Studies in Mathematics, 1999
Students' belief that a larger number has more factors is outlined as a particular example of 'the more of A, the more of B' intuitive rule. Discusses the robustness of this belief by demonstrating students' tendency to perceive conflicting evidence as an exception to the rule. Considers some pedagogical approaches. (Contains 12 references.)…
Descriptors: Cognitive Processes, Elementary School Teachers, Intuition, Mathematics Instruction
Peer reviewed Peer reviewed
Zazkis, Rina – Educational Studies in Mathematics, 1998
Examines the differences in preservice elementary school teachers' perceptions between divisibility by two, or evenness, and divisibility by another number. Concludes that the equivalence of the number properties of being even and being divisible by two is not taken for granted; rather, the parity is often perceived as a function of the last digit…
Descriptors: Division, Elementary Secondary Education, Higher Education, Mathematics Education
Peer reviewed Peer reviewed
Dubinsky, Ed; Dautermann, Jennie; Leron, Uri; Zazkis, Rina – Educational Studies in Mathematics, 1997
Answers Burn's question related to a previous study on the nature of knowledge about abstract algebra. Claims that a previous paper presents research that attempts to contribute to knowledge of how students' understanding of certain group concepts may develop instead of teaching abstract algebra with the computer software ISETL. (ASK)
Descriptors: Algebra, Cognitive Structures, Elementary Secondary Education, Mathematical Concepts
Peer reviewed Peer reviewed
Khoury, Helen A.; Zazkis, Rina – Educational Studies in Mathematics, 1994
Investigated (n=124) preservice school teachers' reasoning and concepts of invariance of fractional numbers under numeration systems in different bases. The majority of students believed that fractions change their numerical value under different symbolic representations. (Author/MKR)
Descriptors: Cognitive Style, College Students, Elementary Secondary Education, Fractions