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Markovits, Zvia; Forgasz, Helen – Educational Studies in Mathematics, 2017

The aim of this study was to explore the beliefs of elementary school students about mathematics and about themselves as mathematics learners. The participants, Israeli grade 4 and grade 6 students, completed questionnaires. Using an "animal metaphor" to tap beliefs, some students perceived mathematics as difficult and complicated, while…

Descriptors: Elementary School Students, Student Attitudes, Mathematics Education, Mathematics Instruction

Xie, Jinxia; Masingila, Joanna O. – Educational Studies in Mathematics, 2017

Existing studies have quantitatively evidenced the relatedness between problem posing and problem solving, as well as the magnitude of this relationship. However, the nature and features of this relationship need further qualitative exploration. This paper focuses on exploring the interactions, i.e., mutual effects and supports, between problem…

Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Problem Solving

Jeannotte, Doris; Kieran, Carolyn – Educational Studies in Mathematics, 2017

The development of students' mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR,…

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

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther S.; Barkai, Ruthi; Tabach, Michal – Educational Studies in Mathematics, 2017

This paper describes kindergarten children's engagement with two patterning activities. The first activity includes two tasks in which children are asked to choose possible ways for extending two different repeating patterns and the second activity calls for comparing different pairs of repeating patterns. Children's recognition of the unit of…

Descriptors: Kindergarten, Mathematics Instruction, Pattern Recognition, Mathematical Concepts

Iori, Maura – Educational Studies in Mathematics, 2017

In mathematical activities and in the analysis of mathematics teaching-learning processes, "objects," "signs", and "representations" are often mentioned, where the meaning assigned to those words is sometimes very broad, sometimes limited, other times intuitive, allusive, or not completely clear. On the other hand, as…

Descriptors: Mathematics Achievement, Cognitive Processes, Mathematics Activities, Problem Solving

Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang – Educational Studies in Mathematics, 2017

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…

Descriptors: Mathematics Instruction, Mathematics Teachers, Expertise, Interviews

Mogari, David – Educational Studies in Mathematics, 2017

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

Descriptors: Culturally Relevant Education, Mathematics Education, Semi Structured Interviews, Observation

Bozkurt, Gulay; Ruthven, Kenneth – Educational Studies in Mathematics, 2017

This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

Descriptors: Teacher Competencies, Knowledge Base for Teaching, Computer Software, Educational Technology

Cueto, Santiago; León, Juan; Sorto, M. Alejandra; Miranda, Alejandra – Educational Studies in Mathematics, 2017

After improving enrolment rates significantly, many developing countries such as Peru are facing the challenge to increase learning levels among students. Over the past few years, many researchers have turned to teacher-related variables as a way to better understand classroom processes that may help increase learning levels among students. In…

Descriptors: Foreign Countries, Pedagogical Content Knowledge, Teacher Competencies, Mathematics Teachers

Dawkins, Paul Christian; Cook, John Paul – Educational Studies in Mathematics, 2017

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how…

Descriptors: Mathematical Logic, Thinking Skills, Undergraduate Students, College Mathematics

Komatsu, Kotaro – Educational Studies in Mathematics, 2017

In contrast to existing research that has typically addressed the process from example generation to proof construction, this study aims at enhancing empirical examination after proof construction leading to revision of statements and proofs in secondary school geometry. The term "empirical examination" refers to the use of examples or…

Descriptors: Secondary School Mathematics, Mathematics Instruction, Geometry, Mathematical Logic

Stylianides, Gabriel J.; Stylianides, Andreas J. – Educational Studies in Mathematics, 2017

The concept of "proof" has attracted considerable research attention over the past decades in part due to its indisputable importance to the discipline of mathematics and to students' learning of mathematics. Yet, the teaching and learning of proof is an instructionally arduous territory, with proof being recognized as a hard-to-teach…

Descriptors: Validity, Mathematical Logic, Intervention, Mathematics Instruction

Mata-Pereira, Joana; da Ponte, João-Pedro – Educational Studies in Mathematics, 2017

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students' mathematical reasoning, we conduct design research where whole-class…

Descriptors: Mathematics Instruction, Mathematical Logic, Generalization, Validity

Gabel, Mika; Dreyfus, Tommy – Educational Studies in Mathematics, 2017

The notion of flow of a proof encapsulates mathematical, didactical, and contextual aspects of proof presentation. A proof may have different flows, depending on the lecturer's choices regarding its presentation. Adopting Perelman's New Rhetoric (PNR) as a theoretical framework, we designed methods to assess aspects of the flow of a proof. We…

Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Theories

Roy, Somali; Inglis, Matthew; Alcock, Lara – Educational Studies in Mathematics, 2017

This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and…

Descriptors: Intervention, Undergraduate Students, Multimedia Instruction, Eye Movements