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Sinclair, Nathalie; Ferrara, Francesca – For the Learning of Mathematics, 2021

In this article, we explore Whitehead's claim that experience is fundamentally affective. We do so in the context of an Italian primary school classroom featuring the use of the multitouch application "TouchCounts." We study the way in which the children and the iPad take each other up and the meanings of number and arithmetic that…

Descriptors: Educational Technology, Technology Uses in Education, Handheld Devices, Telecommunications

O'Brien, Kate C. – For the Learning of Mathematics, 2021

Pairing the mid-century work of Ada Dietz (1882-ca. 1970) with two compelling contemporary projects from Sonya Clark (1967- ), this article considers the ways in which normative mathematical ideas are remade through their engagement with weaving practice. Highlighting recent efforts to further ethnomathematics' original decolonial intentions, I…

Descriptors: Artists, Handicrafts, Mathematics, Informal Education

Ruef, Jennifer L.; Jacob, Michelle M. – For the Learning of Mathematics, 2021

As members of a research group taking initial steps for creating mathematics curriculum in an Indigenous language (Yakama Ichishkíin), we engaged with an unanticipated outcome: the ways Indigenous identities and homelands are fractionated, as part of ongoing colonizing harm. Our work centers on how mathematics instruction can help heal, by…

Descriptors: Mathematics Instruction, Mathematics Curriculum, Indigenous Populations, Indigenous Knowledge

Helme, Rachel – For the Learning of Mathematics, 2021

Students who are labelled as low attaining in mathematics are often seen as a homogeneous group and as such can be assigned learning attributes by others that observe their identity work in the classroom. Rachel Helme argues that by giving attention to an otherwise marginalised voice, it may be possible to challenge the discourse of deficiency,…

Descriptors: Mathematics Achievement, Low Achievement, At Risk Students, Teaching Methods

Carotenuto, Gemma; Mellone, Maria; Spadea, Marina – For the Learning of Mathematics, 2021

How might a 4-year-old pupil come to conceive a line, created by himself with a continuous gesture, as constituted by a series of points? In this paper, we theoretically introduce and discuss a design study of the educational path in which this possibility emerged. The path aimed at leading pupils to "experience," in the sense of the…

Descriptors: Geometry, Preschool Children, Motion, Mathematics Education

Melhuish, Kathleen; Czocher, Jennifer A. – For the Learning of Mathematics, 2020

Within a study of student reasoning in abstract algebra, we encountered the claim "division and multiplication are the same operation." What might prompt a student to make this claim? What kind of influence might believing it have on their mathematical development? We explored the philosophical roots of "sameness" claims to…

Descriptors: Mathematics Instruction, Elementary Secondary Education, Algebra, Multiplication

Mesa, Vilma; Mali, Angeliki – For the Learning of Mathematics, 2020

We reflect on the evolution of an instrument designed to gather data about student actions with dynamic textbooks in university mathematics in a large-scale project. We also discuss the evolution of our understanding of the mediating role of this instrument in gathering data remotely that allow us to access student use and reconstruct their…

Descriptors: Textbooks, Electronic Publishing, College Students, College Mathematics

Gabel, Mika; Dreyfus, Tommy – For the Learning of Mathematics, 2020

In this paper, we discuss the relationship between rhetoric and mathematics, focusing on mathematical proofs. We offer a theoretical framework based on Perelman's New Rhetoric for analyzing the teaching of proof, taking into account rhetorical aspects. We illustrate the practicality and applicability of the proposed framework and methodology by…

Descriptors: Mathematics Instruction, Teaching Methods, Validity, Mathematical Logic

Lee, Hwa Young; Hardison, Hamilton L.; Paoletti, Teo – For the Learning of Mathematics, 2020

Critical to constructing and interpreting graphs is an individual's understanding of the underlying coordinate systems, yet coordinate systems are often overlooked or taken-for-granted in both mathematics education research and curricula. In this paper, we foreground coordinate systems and present a distinction between two uses of coordinate…

Descriptors: Mathematics Instruction, Teaching Methods, Visual Aids, Graphs

Walkoe, Janet; Levin, Mariana – For the Learning of Mathematics, 2020

We hypothesize that one thing that has been holding the field back from recognizing the algebraic potential of young children's early experiences is an emphasis on specific definitions of what counts as algebra-relevant knowledge. In this article, we seek to develop a perspective on algebraic thinking that foregrounds the algebraic potential of…

Descriptors: Algebra, Thinking Skills, Mathematics Education, Definitions

Büscher, Christian – For the Learning of Mathematics, 2020

New Artificial Intelligence methods hold the potential to transform qualitative research in mathematics education. This study introduces and uses the machine learning technology of simple neural networks to automatically analyse transcript data. This serves as the basis to reflect on the use of machine learning technology in order to uncover some…

Descriptors: Mathematics Education, Educational Research, Artificial Intelligence, Networks

Mahlaba, Sfiso Cebolenkosi – For the Learning of Mathematics, 2020

Mathematics in its nature is exploratory, giving learners a chance to view it from different perspectives. However, during most of their schooling, South African learners are rarely exposed to mathematical explorations, either because of the lack of resources or the nature of the curriculum in use. Perhaps, this is due to teachers' inability to…

Descriptors: Geometry, Logical Thinking, Mathematical Logic, Validity

Jungic, Veselin; Yan, Xiaoheng – For the Learning of Mathematics, 2020

The aim of this article is to advise readers that natural numbers may be introduced as ordinal numbers or cardinal numbers and that there is an ongoing discussion about which come first. In addition, through several examples, the authors demonstrate that in the process of answering the question "How many?" one may, if convenient, use…

Descriptors: Number Concepts, Mathematics Instruction, Cognitive Processes, Numbers

Adiredja, Aditya P.; Louie, Nicole – For the Learning of Mathematics, 2020

Despite advances toward equity, mathematics education continues to be entangled with deficit discourses at every level. Here, we analyze the webs of meaning that comprise deficit discourses. We show how these discourses are supported by seemingly neutral narratives about what counts as mathematics and narratives about students from marginalized…

Descriptors: Mathematics Education, Equal Education, Social Bias, At Risk Students

Faustino, Ana Carolina; Skovsmose, Ole – For the Learning of Mathematics, 2020

Dialogue has been characterised as a communicative pattern that supports critical learning in education. Seeking to analyse this relationship, we investigated the interaction between teachers and students in two classes, a Third Grade and a Fifth Grade of São Paulo State public school. During the interaction, we identified a variety of dialogic…

Descriptors: Mathematics Instruction, Teaching Methods, Dialogs (Language), Interpersonal Communication