Publication Date

In 2019 | 9 |

Since 2018 | 46 |

Since 2015 (last 5 years) | 177 |

Since 2010 (last 10 years) | 353 |

Since 2000 (last 20 years) | 566 |

Descriptor

Author

Zazkis, Rina | 10 |

Dreyfus, Tommy | 8 |

Roth, Wolff-Michael | 7 |

Verschaffel, Lieven | 7 |

Christou, Constantinos | 6 |

Cobb, Paul | 6 |

Even, Ruhama | 6 |

Fischbein, Efraim | 6 |

Hershkowitz, Rina | 6 |

Hoyles, Celia | 6 |

Simpson, Adrian | 6 |

More ▼ |

Publication Type

Journal Articles | 932 |

Reports - Research | 932 |

Information Analyses | 12 |

Tests/Questionnaires | 12 |

Opinion Papers | 11 |

Reports - Descriptive | 6 |

Guides - Classroom - Teacher | 1 |

Multilingual/Bilingual… | 1 |

Reports - Evaluative | 1 |

Education Level

Audience

Researchers | 95 |

Practitioners | 49 |

Teachers | 42 |

Policymakers | 1 |

Students | 1 |

Location

Australia | 33 |

Israel | 20 |

United Kingdom (England) | 17 |

France | 16 |

United Kingdom | 16 |

Netherlands | 12 |

Papua New Guinea | 12 |

Japan | 10 |

China | 9 |

Germany | 9 |

South Africa | 9 |

More ▼ |

Laws, Policies, & Programs

Assessments and Surveys

Program for International… | 4 |

Trends in International… | 3 |

SAT (College Admission Test) | 2 |

British Ability Scales | 1 |

Mathematics Anxiety Rating… | 1 |

National Assessment of… | 1 |

Stanford Achievement Tests | 1 |

What Works Clearinghouse Rating

Does not meet standards | 2 |

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

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

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

Di Martino, Pietro – Educational Studies in Mathematics, 2019

Educators and several national standards highlight the role that problem solving should play in students' mathematics education: problem solving is recognized as one of the most significant activities of doing mathematics. From the research point of view, nowadays, it is well established that cognitive and affective factors come into play in…

Descriptors: Student Attitudes, Elementary School Students, Comparative Analysis, Problem Solving

Lepola, Janne; Hannula-Sormunen, Minna – Educational Studies in Mathematics, 2019

In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of…

Descriptors: Arithmetic, Correlation, Predictor Variables, Mathematics Achievement

Petronzi, Dominic; Staples, Paul; Sheffield, David; Hunt, Thomas E.; Fitton-Wilde, Sandra – Educational Studies in Mathematics, 2019

There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children (< 7 years of age) despite a recent focus on this age range. Following previous testing and validation, the 26-item iteration of the Children's Mathematics…

Descriptors: Anxiety, Mathematics Anxiety, Rating Scales, Young Children

Passolunghi, Maria Chiara; Cargnelutti, Elisa; Pellizzoni, Sandra – Educational Studies in Mathematics, 2019

Literature that investigates the factors underlying arithmetic problem-solving achievement extensively evaluates the cognitive components, such as working memory (WM) and processing speed, at the basis of this acquisition. Recently, studies have shown that also the emotional factors, such as math anxiety (MA), could play a crucial role in the…

Descriptors: Problem Solving, Emotional Response, Cognitive Processes, Mathematics Anxiety

Dowker, Ann; Cheriton, Olivia; Horton, Rachel; Mark, Winifred – Educational Studies in Mathematics, 2019

Most studies of children's attitudes to mathematics have dealt with children in second grade or later, and have suggested that attitudes deteriorate, and anxiety increases with age. The present study investigated attitudes to mathematics in 67 English and 49 Chinese children at the end of their first year of school. The participants were given…

Descriptors: Student Attitudes, Mathematics Anxiety, Cross Cultural Studies, Pictorial Stimuli

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