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Louie, Nicole L. – Educational Studies in Mathematics, 2018

This paper responds to the burgeoning literature on mathematics teacher noticing, arguing that its cognitive orientation misses the cultural and ideological dimensions of what and how teachers notice. The author highlights Goodwin's concept of "professional vision" as a way of bringing analyses of culture and power into studies of…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Perception

Venkat, Hamsa; Askew, Mike – Educational Studies in Mathematics, 2018

In this paper, we present and discuss a framework for considering the quality of primary teachers' mediating of primary mathematics within instruction. The "mediating primary mathematics" framework is located in a sociocultural view of instruction as mediational, with mathematical goals focused on structure and generality. It focuses on…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Mathematical Concepts, Models

Heyd-Metzuyanim, Einat; Munter, Charles; Greeno, James – Educational Studies in Mathematics, 2018

We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was,…

Descriptors: Faculty Development, Mathematics Instruction, Secondary School Mathematics, Teaching Methods

Kontorovich, Igor' – Educational Studies in Mathematics, 2018

This article is concerned with cognitive aspects of students' struggles in situations in which familiar concepts are reconsidered in a new mathematical domain. Examples of such cross-curricular concepts are divisibility in the domain of integers and in the domain of polynomials, multiplication in the domain of numbers and in the domain of vectors,…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Formulas, Algebra

Takeuchi, Miwa Aoki – Educational Studies in Mathematics, 2018

This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

Descriptors: Immigrants, Parent Participation, Mathematics Instruction, Multiplication

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

Foster, Colin – Educational Studies in Mathematics, 2018

Achieving fluency in important mathematical procedures is fundamental to students' mathematical development. The usual way to develop procedural fluency is to practise repetitive exercises, but is this the only effective way? This paper reports three quasi-experimental studies carried out in a total of 11 secondary schools involving altogether 528…

Descriptors: Mathematics Achievement, Mathematics Instruction, Comparative Analysis, Quasiexperimental Design

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

Chambris, Christine – Educational Studies in Mathematics, 2018

This paper examines the existence and impact of theoretical mathematical foundations on the teaching and learning of whole numbers in elementary school in France. It shows that the study of the New Math reform--which was eventually itself replaced in the longer term--provides some keys to understanding the influence of mathematical theories on…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Elementary Education, Teaching Methods

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

Jones, Steven R. – Educational Studies in Mathematics, 2018

Many mathematical concepts may have prototypical images associated with them. While prototypes can be beneficial for efficient thinking or reasoning, they may also have self-attributes that may impact reasoning about the concept. It is essential that mathematics educators understand these prototype images in order to fully recognize their benefits…

Descriptors: Mathematics Instruction, Models, Mathematical Concepts, Concept Formation

Wilkie, Karina J.; Sullivan, Peter – Educational Studies in Mathematics, 2018

Middle school students have been pervasively described in the research literature as exhibiting disaffection, disengagement, and a lack of interest in mathematics classrooms. This study investigated this notion empirically using students' own voice on their wishes for mathematics learning to see if they characterise themselves in this way in their…

Descriptors: Middle School Students, Mathematics Instruction, Student Attitudes, Student Motivation

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

Johnson, Heather Lynn; McClintock, Evan – Educational Studies in Mathematics, 2018

In this design experiment study, we investigated the problem: What conditions might foster students' discernment of a critical aspect--variation in unidirectional change (e.g., discerning a "decreasing" increase)? At a public middle school in a large US city, we led a sequence of three days of whole class lessons, followed by task-based,…

Descriptors: Statistical Analysis, Middle School Students, Grade 7, Interviews

Corriveau, Claudia; Bednarz, Nadine – Educational Studies in Mathematics, 2017

Secondary-tertiary transition issues are explored from the perspective of ways of doing mathematics that are constituted in the implicit aspects of teachers' action. Theories of culture (Hall, 1959) and ethnomethodology (Garfinkel, 1967) provide us with a basis for describing and explicating the ways of doing mathematics specific to each teaching…

Descriptors: Symbols (Mathematics), Mathematics Instruction, Secondary School Mathematics, Mathematical Concepts