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Soldano, Carlotta; Luz, Yael; Arzarello, Ferdinando; Yerushalmy, Michal – Educational Studies in Mathematics, 2019

The paper describes two versions of an inquiry-based activity in geometry, designed as a game between two players. The game is inspired by Hintikka's semantic game, which is a familiar tool in the field of logic to define truth. The activity is designed in a dynamic geometry environment (DGE). The inquiry is initially guided by the game itself and…

Descriptors: Geometry, Semantics, Mathematics Instruction, Inquiry

Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin – Educational Studies in Mathematics, 2019

The development of multiple solutions for a given problem is important for learning mathematics. In the present intervention study, we analyzed whether prompting students to construct multiple solutions (more precisely: prompting them to apply multiple mathematical procedures to real-world problems) and prior self-efficacy influenced students'…

Descriptors: Mathematics Instruction, Self Efficacy, Teaching Methods, Student Attitudes

Roos, Helena – Educational Studies in Mathematics, 2019

This literature review focuses on the definitions and roles of "inclusion" in the field of mathematics education to help promote the sustainable development of inclusion in the discipline. Discourse analysis was used to analyse 76 studies published between 2010 and 2016. The results show that the term "inclusion" is used both…

Descriptors: Mathematics Instruction, Inclusion, Teaching Methods, Intervention

Sánchez-Matamoros, Gloria; Fernández, Ceneida; Llinares, Salvador – Educational Studies in Mathematics, 2019

This study explores relationships among prospective secondary teachers' skills of attending to relevant mathematics elements in students' answers, interpreting students' mathematical understanding, and proposing instructional actions. Thirty prospective secondary mathematics teachers analyzed three high school students' answers to three problems…

Descriptors: Mathematics Instruction, Teaching Methods, Teacher Education Programs, High School Students

Weixler, Simon; Sommerhoff, Daniel; Ufer, Stefan – Educational Studies in Mathematics, 2019

The empirical law of large numbers is an important content in secondary school mathematics. Tasks used to analyze students' understanding of this law are often based on the hospital problem, but vary in various features, leading to mixed and conflicting empirical results. To identify task features that support students when approaching this type…

Descriptors: Numbers, Mathematics Instruction, Problem Solving, Secondary School Mathematics

Dawkins, Paul Christian; Inglis, Matthew; Wasserman, Nicholas – Educational Studies in Mathematics, 2019

This paper analyzes some of the ambiguities that arise among statements with the copular verb "is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of "is" statements using randomly selected examples from corpora representing the two…

Descriptors: Mathematics Education, Language Usage, Verbs, Textbook Content

Mithalal, Joris; Balacheff, Nicolas – Educational Studies in Mathematics, 2019

In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students' drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval,…

Descriptors: Geometry, Geometric Concepts, Mathematics Instruction, Mathematical Logic

Berger, Margot – Educational Studies in Mathematics, 2019

A broad categorisation of different reading styles for mathematics text is generated in this research. The styles derive from those found in literature around academic reading skills. These styles are inductively refined using video transcripts of five specially chosen students studying out loud from a prescribed mathematics textbook. The context…

Descriptors: Reading Processes, Mathematics Instruction, Reading Skills, Video Technology

Valoyes-Chávez, Luz – Educational Studies in Mathematics, 2019

Reform-based discourses in mathematics education have fabricated different subjectivities for teachers such as the "traditional" and the "new" teacher. Professional development programs are proposed as effective mechanisms to fabricate the "new" teacher. However, this teacher has proved hard to produce. Thus, the…

Descriptors: Mathematics Instruction, Mathematics Teachers, Faculty Development, Resistance to Change

Iori, Maura – Educational Studies in Mathematics, 2018

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

Descriptors: Mathematics Teachers, Mathematics Instruction, Mixed Methods Research, Semiotics

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith – Educational Studies in Mathematics, 2018

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

Descriptors: Mathematics Instruction, Course Content, College Mathematics, College Faculty

Chimoni, Maria; Pitta-Pantazi, Demetra; Christou, Constantinos – Educational Studies in Mathematics, 2018

The aim of this study is to better understand the notion of early algebraic thinking by describing differences in grade 4-7 students' thinking about basic algebraic concepts. To achieve this goal, one test that involved generalized arithmetic, functional thinking, and modeling tasks, was administered to 684 students from these grades. Quantitative…

Descriptors: Algebra, Grade 4, Grade 5, Grade 6

van Lieshout, Ernest C. D. M.; Xenidou-Dervou, Iro – Educational Studies in Mathematics, 2018

At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more…

Descriptors: Mathematics Instruction, Cognitive Processes, Difficulty Level, Addition

Cañadas, María C.; Molina, Marta; del Río, Aurora – Educational Studies in Mathematics, 2018

Some errors in the learning of algebra suggest that students might have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing to analyze the students' capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process, depending on the characteristics of the algebraic…

Descriptors: Algebra, Mathematical Logic, Symbols (Mathematics), Questionnaires

Foyn, Trine; Solomon, Yvette; Braathe, Hans Jørgen – Educational Studies in Mathematics, 2018

In this paper, we explore the issue of gender and mathematics participation, focusing on the ways in which "clever girls" self-author within the discourse order of a high ability group, which has particular significance in the Norwegian context in which this study took place. Contrasting the cases of three girls, only one of whom (Anna)…

Descriptors: Gender Differences, Gender Issues, Mathematics Education, Student Participation