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Fiallo, Jorge; Gutiérrez, Angel – Educational Studies in Mathematics, 2017

We present results from a classroom-based intervention designed to help a class of grade 10 students (14-15 years old) learn proof while studying trigonometry in a dynamic geometry software environment. We analysed some students' solutions to conjecture-and-proof problems that let them gain experience in stating conjectures and developing proofs.…

Descriptors: Mathematical Logic, Validity, Mathematics Instruction, Grade 10

Guala, Elda; Boero, Paolo – Educational Studies in Mathematics, 2017

This paper deals with the competence of Cultural (epistemological, historical and anthropological) Analysis of the Content (CAC), which is important for teachers' awareness and autonomy when dealing with educational choices in a changing cultural and institutional context. We report on an 18-hour intervention in a teacher education course at the…

Descriptors: Mathematics Instruction, Teacher Education Programs, Undergraduate Study, Intervention

Fan, Lianghuo; Qi, Chunxia; Liu, Xiaomei; Wang, Yi; Lin, Mengwei – Educational Studies in Mathematics, 2017

We conducted an intervention-based study in secondary classrooms to explore whether the use of geometric transformations can help improve students' ability in constructing auxiliary lines to solve geometric proof problems, especially high-level cognitive problems. A pre- and post-test quasi-experimental design was employed. The participants were…

Descriptors: Intervention, Secondary School Mathematics, Geometry, Validity

Nardi, Elena; Knuth, Eric – Educational Studies in Mathematics, 2017

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also…

Descriptors: Mathematical Logic, Validity, Mathematics Instruction, Integrated Curriculum

Abtahi, Yasmine; Graven, Mellony; Lerman, Stephen – Educational Studies in Mathematics, 2017

From a Marxian/Vygotskian perspective, learning is social in origin and it happens in the presence of others that are more knowledgeable. Extending this view to the learning of mathematics, such learning also becomes inseparable from the presence of others (people and artefacts). Researchers over decades have studied different interactions to see…

Descriptors: Mathematics Instruction, Young Children, Parent Child Relationship, Mothers

Guillemette, David – Educational Studies in Mathematics, 2017

In the context of mathematics teachers' training, the concept of "dépaysement épistémologique" ("epistemological disorientation") emphasizes that the contact with the history of mathematics, particularly with the use of original sources, pushes aside commonplace students' perspectives about the discipline and offers them a…

Descriptors: History, Mathematics, Secondary School Mathematics, Secondary School Teachers

Lee, Mi Yeon – Educational Studies in Mathematics, 2017

This study investigated 111 pre-service teachers' (PSTs') flexibility with referent units in solving a fraction division problem using a length model. Participants' written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest…

Descriptors: Preservice Teachers, Problem Solving, Fractions, Mathematics Instruction

Clivaz, Stéphane – Educational Studies in Mathematics, 2017

This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher's mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and…

Descriptors: Mathematics Instruction, Multiplication, Teaching Methods, Knowledge Level

Radford, Luis; Roth, Wolff-Michael – Educational Studies in Mathematics, 2017

In a recent article published in this journal, Williams ("Educational Studies in Mathematics, 92," 59-72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the "funds of knowledge" and on "cultural-historical activity theoretic" perspectives. The critique has great value in that it…

Descriptors: Mathematics, Mathematics Education, Alienation, Cultural Context

Bunck, M. J. A.; Terlien, E.; van Groenestijn, M.; Toll, S. W. M.; Van Luit, J. E. H. – Educational Studies in Mathematics, 2017

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child's best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for Observing and Analyzing children's Mathematical…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Test Reliability, Young Children

Yopp, David A.; Ely, Rob – Educational Studies in Mathematics, 2016

We offer criteria that an observer can use to determine whether an argument that uses an example to argue for a general claim appeals to that example generically. We review existing literature on generic example and note the strengths of each contribution, as well as inconsistencies among uses of the term. We offer several examples from the…

Descriptors: Mathematics Instruction, Persuasive Discourse, Literature Reviews, Teaching Methods

Martínez-Sierra, Gustavo; García-González, María del Socorro – Educational Studies in Mathematics, 2016

Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…

Descriptors: Mathematics Education, Emotional Response, Algebra, College Mathematics

Font Moll, Vicenç; Trigueros, María; Badillo, Edelmira; Rubio, Norma – Educational Studies in Mathematics, 2016

This paper presents a networking of two theories, the APOS Theory and the ontosemiotic approach (OSA), to compare and contrast how they conceptualize the notion of a mathematical object. As context of reflection, we designed an APOS genetic decomposition for the derivative and analyzed it from the point of view of OSA. Results of this study show…

Descriptors: Mathematics, Constructivism (Learning), Semiotics, Theories

Kollosche, David – Educational Studies in Mathematics, 2016

Socio-political studies in mathematics education often touch complex fields of interaction between education, mathematics and the political. In this paper I present a Foucault-based framework for socio-political studies in mathematics education which may guide research in that area. In order to show the potential of such a framework, I discuss the…

Descriptors: Mathematics Education, Marxian Analysis, Social Influences, Ideology

Solomon, Yvette; Radovic, Darinka; Black, Laura – Educational Studies in Mathematics, 2016

A common theme in accounts of choosing mathematics is that of persistence in the face of troubles or difficulties which are often associated with the structuring effects of gender, class, culture and ethnicity. Centring on an analysis of one woman's account of becoming a mathematician, we build on our understanding of multiple and developing…

Descriptors: Mathematics, Professional Personnel, Professional Identity, Females