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Paoletti, Teo; Stevens, Irma E.; Hobson, Natalie L. F.; Moore, Kevin C.; LaForest, Kevin R. – Educational Studies in Mathematics, 2018
Researchers have argued teachers and students are not developing connected meanings for function inverse, thus calling for a closer examination of teachers' and students' inverse function meanings. Responding to this call, we characterize 25 pre-service teachers' inverse function meanings as inferred from our analysis of clinical interviews. After…
Descriptors: Preservice Teachers, Mathematical Concepts, Interviews, Knowledge Level
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Leavy, Aisling; Hourigan, Mairead – Educational Studies in Mathematics, 2018
Classroom data modeling involves posing questions, identifying attributes of phenomena, measuring and structuring these attributes, and then composing, revising, and communicating the outcomes. Selecting attributes is a fundamental component of data modeling, and the considerations made when selecting attributes is the focus of this paper. A…
Descriptors: Teaching Methods, Teacher Educators, Preservice Teachers, Young Children
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Tabach, Michal; Schwarz, Baruch B. – Educational Studies in Mathematics, 2018
Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare…
Descriptors: Faculty Development, Cooperative Learning, Small Group Instruction, Teacher Competencies
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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
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Zandieh, Michelle; Ellis, Jessica; Rasmussen, Chris – Educational Studies in Mathematics, 2017
As part of a larger study of student understanding of concepts in linear algebra, we interviewed 10 university linear algebra students as to their conceptions of functions from high school algebra and linear transformation from their study of linear algebra. An overarching goal of this study was to examine how linear algebra students see linear…
Descriptors: Mathematics Instruction, Algebra, Mathematical Concepts, Problem Solving
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Mao, Yi; White, Tyreke; Sadler, Philip M.; Sonnert, Gerhard – Educational Studies in Mathematics, 2017
This study investigates how the use of calculators during high school mathematics courses is associated with student performance in introductory college calculus courses in the USA. Data were drawn from a nationally representative sample of 7087 students enrolled in college calculus at 134 colleges and universities. They included information about…
Descriptors: Calculators, Technology Uses in Education, Mathematics Achievement, Mathematics Education
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Corriveau, Claudia – Educational Studies in Mathematics, 2017
This article addresses the issue of transition from secondary to post-secondary education through collaborative research with teachers from both levels. It takes into account implicit elements in this transition. Research on the transition in mathematics education tends to focus more on the tertiary level, studying difficulties encountered by…
Descriptors: Transitional Programs, Teacher Collaboration, Educational Research, Secondary Education
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Sangwin, Christopher J.; Jones, Ian – Educational Studies in Mathematics, 2017
In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation.…
Descriptors: Mathematics Achievement, Mathematics Tests, Multiple Choice Tests, Computer Assisted Testing
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Xie, Jinxia; Masingila, Joanna O. – Educational Studies in Mathematics, 2017
Existing studies have quantitatively evidenced the relatedness between problem posing and problem solving, as well as the magnitude of this relationship. However, the nature and features of this relationship need further qualitative exploration. This paper focuses on exploring the interactions, i.e., mutual effects and supports, between problem…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Problem Solving
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Dawkins, Paul Christian; Cook, John Paul – Educational Studies in Mathematics, 2017
Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how…
Descriptors: Mathematical Logic, Thinking Skills, Undergraduate Students, College Mathematics
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Gabel, Mika; Dreyfus, Tommy – Educational Studies in Mathematics, 2017
The notion of flow of a proof encapsulates mathematical, didactical, and contextual aspects of proof presentation. A proof may have different flows, depending on the lecturer's choices regarding its presentation. Adopting Perelman's New Rhetoric (PNR) as a theoretical framework, we designed methods to assess aspects of the flow of a proof. We…
Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Theories
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Roy, Somali; Inglis, Matthew; Alcock, Lara – Educational Studies in Mathematics, 2017
This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and…
Descriptors: Intervention, Undergraduate Students, Multimedia Instruction, Eye Movements
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Guala, Elda; Boero, Paolo – Educational Studies in Mathematics, 2017
This paper deals with the competence of Cultural (epistemological, historical and anthropological) Analysis of the Content (CAC), which is important for teachers' awareness and autonomy when dealing with educational choices in a changing cultural and institutional context. We report on an 18-hour intervention in a teacher education course at the…
Descriptors: Mathematics Instruction, Teacher Education Programs, Undergraduate Study, Intervention
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Lee, Mi Yeon – Educational Studies in Mathematics, 2017
This study investigated 111 pre-service teachers' (PSTs') flexibility with referent units in solving a fraction division problem using a length model. Participants' written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest…
Descriptors: Preservice Teachers, Problem Solving, Fractions, Mathematics Instruction
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Martínez-Sierra, Gustavo; García-González, María del Socorro – Educational Studies in Mathematics, 2016
Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…
Descriptors: Mathematics Education, Emotional Response, Algebra, College Mathematics
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