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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

Williams, Julian – Educational Studies in Mathematics, 2016

This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as…

Descriptors: Alienation, Educational Theories, Criticism, Cultural Capital

Barwell, Richard – Educational Studies in Mathematics, 2016

The importance of the role of language/discourse in the learning and teaching of mathematics is noted in many mathematics curricula and standards documents. In the research literature, this role has been widely theorised from a Vygotskian perspective. This perspective is limited by some of its underlying assumptions, including an instrumental and…

Descriptors: Philosophy, Language Usage, Mathematics Instruction, Elementary School Mathematics

Forgasz, Helen; Leder, Gilah; Tan, Hazel – Educational Studies in Mathematics, 2014

Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females' underrepresentation in higher level mathematics and STEM-based courses comprise learner-related and environmental variables--including societal beliefs. Using…

Descriptors: Foreign Countries, Mathematics Education, STEM Education, Females

Peer reviewed

Linchevski, Liora; Livneh, Drora – Educational Studies in Mathematics, 1999

Interviews 53 sixth grade students individually in an attempt to discover whether wrong interpretations of the algebraic structure found in an algebraic context occurs in a purely numerical context. Concludes that students' difficulties with the algebraic structure were also found in purely numerical contexts. (Contains 27 references.) (Author/ASK)

Descriptors: Algebra, Arithmetic, Computation, Foreign Countries

Peer reviewed

Deblois, Lucie – Educational Studies in Mathematics, 1997

Discusses ways to improve the understanding of problems involving combination and complementation. Analyzes three children's initial mental representations, procedures, and reflections when presented with four different situations. Concludes with the impacts of the logico-mathematical relation of inclusion in these processes. Contains 31…

Descriptors: Cognitive Development, Elementary Secondary Education, Foreign Countries, Mathematics Education

Peer reviewed

Herscovics, Nicolas; Linchevski, Liora – Educational Studies in Mathematics, 1994

Investigated the upper limits of (n=22) seventh-grade students' informal processes in solving first degree equations in one unknown prior to instruction. Results indicated the existence of a cognitive gap between arithmetic and algebra characterized as the students' inability to operate spontaneously with or on the unknown. (37 references)…

Descriptors: Algebra, Arithmetic, Cognitive Development, Cognitive Structures

Peer reviewed

Mura, Roberta – Educational Studies in Mathematics, 1995

Presents data about views of mathematics collected through a national survey of (n=63) teachers of mathematics education in Canadian universities. Results are compared to those obtained through a similar survey of (n=103) university teachers of mathematical sciences carried out earlier. (11 references) (Author/MKR)

Descriptors: Beliefs, College Faculty, Foreign Countries, Higher Education

Peer reviewed

Mura, Roberta – Educational Studies in Mathematics, 1993

Reports results of a survey of (n=106) university mathematics teachers' about their definitions of mathematics and their identification of up to 10 books that influenced the development of mathematics. Of the 12 conceptions of mathematics identified, formalistic, deductive, and modeling viewpoints predominated. (Contains 15 references.) (MKR)

Descriptors: Beliefs, College Faculty, Content Analysis, Definitions