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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

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

Obersteiner, Andreas – Educational Studies in Mathematics, 2019

Affect and mathematical competence are each multifaceted constructs. Accordingly, the studies in this Special Issue address multiple pathways between the two in young children. This commentary highlights the variability of these pathways and asks how affective variables are specifically related to core mathematical activities such as problem…

Descriptors: Mathematics Skills, Periodicals, Elementary School Students, Affective Behavior

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

Batchelor, Sophie; Torbeyns, Joke; Verschaffel, Lieven – Educational Studies in Mathematics, 2019

Mathematics-related affect comprises an individual's attitudes, beliefs, emotions and motivations towards mathematics. These affective constructs have been widely studied in mathematics education and cognitive psychology and have been shown to be related to cognitive outcomes such as performance on a range of mathematical tasks. However, it is not…

Descriptors: Psychological Patterns, Mathematics Education, Young Children, Cognitive Psychology