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Ove Gunnar Drageset; Fiona Ell – Educational Studies in Mathematics, 2024

This article aims to connect two research areas by using positioning theory to review the literature on talk moves, teacher interactions, and discourse patterns in mathematics education. First, a conceptual review identified 44 articles with 94 concepts describing interactions and discourse patterns. Similar concepts were grouped in a process that…

Descriptors: Classroom Research, Mathematics Education, Discourse Analysis, Classroom Communication

Theresa Büchter; Andreas Eichler; Katharina Böcherer-Linder; Markus Vogel; Karin Binder; Stefan Krauss; Nicole Steib – Educational Studies in Mathematics, 2024

Previous studies on Bayesian situations, in which probabilistic information is used to update the probability of a hypothesis, have often focused on the calculation of a posterior probability. We argue that for an in-depth understanding of Bayesian situations, it is (apart from mere calculation) also necessary to be able to evaluate the effect of…

Descriptors: Bayesian Statistics, Logical Thinking, Elementary School Teachers, Secondary School Teachers

Heather Lynn Johnson; Courtney Donovan; Robert Knurek; Kristin A. Whitmore; Livvia Bechtold – Educational Studies in Mathematics, 2024

Using a mixed methods approach, we explore a relationship between students' graph reasoning and graph selection via a fully online assessment. Our population includes 673 students enrolled in college algebra, an introductory undergraduate mathematics course, across four U.S. postsecondary institutions. The assessment is accessible on computers,…

Descriptors: Models, Graphs, Cognitive Processes, Abstract Reasoning

Stéphane Favier; Jean-Luc Dorier – Educational Studies in Mathematics, 2024

In this research, our objective is to characterize the problem-solving procedures of primary and lower secondary students when they solve problems in real class conditions. To do so, we rely first on the concept of heuristics. As this term is very polysemic, we exploit the definition proposed by Rott (2014) to develop a coding manual and thus…

Descriptors: Heuristics, Semantics, Student Evaluation, Mathematics Skills

Sunghwan Byun – Educational Studies in Mathematics, 2024

Distributing opportunities to participate in talk-in-interaction during whole-class mathematics discussions is an important equity issue, with multiple studies reporting pervasive inequitable participation patterns in mathematics classrooms. Less attention, however, has been given to the underlying interactional practices that can initiate and…

Descriptors: Minority Group Students, Secondary School Mathematics, Interaction Process Analysis, Discussion (Teaching Technique)

Karina J. Wilkie; Sarah Hopkins – Educational Studies in Mathematics, 2024

An important approach for developing children's algebraic thinking involves introducing them to generalized arithmetic at the time they are learning arithmetic. Our aim in this study was to investigate children's attention to and expression of generality with the subtraction-compensation property, as evidence of a type of algebraic thinking known…

Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Skills, Subtraction

Tomas Højgaard – Educational Studies in Mathematics, 2024

For decades, mastery ambitions related to processes like problem-solving, modelling, and reasoning have been incorporated in mathematics curricula around the world. Meanwhile, such ambitions are hindered by syllabusism, a term I use to denote a conviction that results in mastery of a subject being equated with proficiency in a specific subject…

Descriptors: Mastery Learning, Problem Solving, Mathematics Skills, Mathematics Curriculum

Anna Marie Bergman; Andrew Kercher; Keith Gallagher; Rina Zazkis – Educational Studies in Mathematics, 2024

Definitions are an integral aspect of mathematics. In particular, they form the backbone of deductive reasoning and facilitate precision in mathematical communication. However, when multiple non-equivalent definitions for the same term exist, their ability to serve these purposes can be called into question. While ambiguity can be productive, the…

Descriptors: Definitions, Mathematics, Ambiguity (Semantics), Abstract Reasoning

Vahid Borji; Rafael Martínez-Planell; María Trigueros – Educational Studies in Mathematics, 2024

We use Action-Process-Object-Schema (APOS) theory to study students' geometric understanding of partial derivatives of functions of two variables. This study contributes to research on the teaching and learning of differential multivariable calculus and its didactics. This is an important area due to its multiple applications in science,…

Descriptors: Geometry, Geometric Concepts, Calculus, Mathematical Applications

Stijn Van Der Auwera; Bert De Smedt; Joke Torbeyns; Lieven Verschaffel – Educational Studies in Mathematics, 2024

This study is the first to examine the associations between the occurrence, frequency, and adaptivity of children's subtraction by addition strategy use (SBA; e.g., 712 - 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) and their underlying conceptual knowledge. Specifically, we focused on two rarely studied…

Descriptors: Mathematics, Subtraction, Addition, Children

Francesco Beccuti; Paola Valero; Ornella Robutti – Educational Studies in Mathematics, 2024

Drawing on autobiographical essays written by master's students in mathematics preparing to become teachers, we investigate what mathematical identity these students articulate and how. By means of a discursive thematic analysis centered on the notion of ascesis, we show that the participants' identity revolves around a characterization of…

Descriptors: Graduate Students, Mathematics Education, Mathematics, Self Concept

Pessia Tsamir; Regina Ovodenko; Dina Tirosh – Educational Studies in Mathematics, 2024

This paper reports on students' conceptions of minima points. Written assignments and individual interviews uncovered salient, concept images, as well as erroneous "mis-out examples" that mistakenly regard examples as non-examples and "mis-in examples" that mistakenly grant non-examples the status of examples. We used Tall and…

Descriptors: Misconceptions, Error Patterns, Mathematical Concepts, Mathematics

Timothy H. Lehmann – Educational Studies in Mathematics, 2024

Developing students' competence in algorithmic thinking is emerging as an objective of mathematics education, but despite its inclusion in mathematics curricula around the world, research into students' algorithmic thinking seems to be falling behind in this curriculum reform. The aim of this study was to investigate how the mathematical modelling…

Descriptors: Mathematical Models, Algorithms, Thinking Skills, Mathematics Instruction

Angelika Kullberg; Camilla Björklund; Ulla Runesson Kempe – Educational Studies in Mathematics, 2024

The decomposition of numbers when solving subtraction tasks is regarded as more powerful than counting-based strategies. Still, many students fail to solve subtraction tasks despite using decomposition. To shed light upon this issue, we take a variation theoretical perspective (Marton, 2015) seeing learning as a function of discerning critical…

Descriptors: Subtraction, Number Concepts, Grade 2, Elementary School Students

Kirsten Brunner; Andreas Obersteiner; Timo Leuders – Educational Studies in Mathematics, 2024

Teachers' ability to accurately judge difficulties of mathematical tasks is an essential aspect of their diagnostic competencies. Although research has suggested that pedagogical content knowledge (PCK) is positively correlated with the accuracy of diagnostic judgments, experimental studies have not been conducted to investigate how PCK affects…

Descriptors: Eye Movements, Pedagogical Content Knowledge, Accuracy, Correlation