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Showing 1 to 15 of 578 results Save | Export
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Staats, Susan; Laster, Lori Ann – For the Learning of Mathematics, 2019
This comment on Gascón & Nicolás (2017) explores relationships between mathematics education research and conceptualizations of time. Using Fabian's critique of temporal perspectives in anthropological research (1983) and Lemke's framework of timescales (2000), we consider ways in which implicit attitudes towards time in research can position…
Descriptors: Time Perspective, Time, Teaching Methods, Mathematical Concepts
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Dawkins, Paul Christian – For the Learning of Mathematics, 2019
This paper sets forth a construct that describes how many undergraduate students understand mathematical terms to refer to mathematical objects, namely that they only refer to those objects that satisfy the term. I call this students' pronominal sense of reference (PSR) because it means they treat terms as pronouns that point to objects, like…
Descriptors: Mathematics Instruction, Calculus, College Mathematics, Undergraduate Students
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Oktaç, Asuman; Trigueros, María; Romo, Avenilde – For the Learning of Mathematics, 2019
Certain aspects of theoretical frameworks in mathematics education can remain unexplained in the literature, hence unnoticed by the readers. It is thus interesting to participate in a dialogue where they can be discussed and compared in terms of the aims, objects studied, results and their relation to teaching. This study is focused on how APOS…
Descriptors: Mathematics Instruction, Learning Theories, Knowledge Level, Constructivism (Learning)
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Venkat, Hamsa; Askew, Mike; Watson, Anne; Mason, John – For the Learning of Mathematics, 2019
In this paper, we provide an elaboration of the notion of mathematical structure -- a term agreed upon as valuable but difficult to define. We pull apart the terminology surrounding the notion of structure in mathematics: relationship, generalising/generalisation and properties, and offer an architecture of structure that distinguishes and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Algebra, Mathematical Formulas
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Andrà, Chiara; Rouleau, Annette; Liljedahl, Peter; di Martino, Pietro – For the Learning of Mathematics, 2019
Tensions are an integral part of mathematics teachers' practice and have been recognised as playing a pivotal role in guiding teachers' choices, and in driving teacher change. Professional development particularly elicits dilemmas. Tensions appear to be a crucial aspect of mathematics teacher education and therefore a deeper understanding of…
Descriptors: Faculty Development, Mathematics Teachers, Mathematics Instruction, Elementary School Teachers
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Brown, Stacy – For the Learning of Mathematics, 2019
Recognizing identity not only as an important educational outcome but also as being inter-related to students' knowledge and practice, this paper explores an affordance of proof scripts; exploring students' identities. Specifically, drawing on data from teaching experiments and the construct of perceptual ambiguity, this paper presents an analysis…
Descriptors: Mathematical Logic, Validity, Mathematics Instruction, College Mathematics
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Godino, Juan D.; Baternero, Carmen; Font, Vicenç – For the Learning of Mathematics, 2019
We present a synthesis of the Onto-semiotic Approach (OSA) theoretical system to mathematical knowledge and instruction, while highlighting the problems, principles and research methods that are addressed in this approach and considering the didactics of mathematics as a scientific and technological discipline. We suggest that Didactics should…
Descriptors: Problem Solving, Mathematics Instruction, Mathematical Concepts, Knowledge Level
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Coles, Alf – For the Learning of Mathematics, 2018
This article brings an enactivist perspective to the question of what can be said about mathematics teacher learning from observations of talk (including transcript, interview and questionnaire data). From an enactivist stance, doing and knowing are equivalent and learning is a change in knowing/doing. Through an analysis of transcript data, four…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Behavior, Knowledge Level
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Tomaz, Vanessa Sena; David, Maria Manuela – For the Learning of Mathematics, 2018
Our aim is to discuss some choices of communicational artifacts made by Maxakali Brazilian Indigenous students to register and operate with numbers in a mathematics education course, and how these choices reflect in the ongoing classroom activity. We rely on Activity Theory to analyze an activity involving them and discuss how the choice of…
Descriptors: Foreign Countries, Indigenous Populations, Minority Group Students, Mathematics Education
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Davis, Brent – For the Learning of Mathematics, 2018
Based on input from several scholars, Gascón and Nicolás (2017) attempted "to start a dialogue aimed at laying the foundations for a better understanding and a scientific cooperation between different theories in Didactics." Consistent with that goal, I examine uninterrogated assumptions that shaped their analysis. I assert that such…
Descriptors: Mathematics Education, Educational Research, Educational Theories, Ideology
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Paoletti, Teo; Moore, Kevin C. – For the Learning of Mathematics, 2018
Supporting students developing understandings of function has been a notoriously elusive task in mathematics education. We present Thompson and Carlson's (2017) description of a covariational meaning of function and provide an example of a student who maintains meanings compatible with this description. We use this student's activity to illustrate…
Descriptors: Mathematics Education, Mathematical Concepts, Knowledge Level, Comprehension
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Larsen, Sean – For the Learning of Mathematics, 2018
The purpose of this article is to explore the use of didactical phenomenology as an instructional design heuristic. In doing so, I will articulate ways in which didactical phenomenology can be used in conjunction with the guided reinvention and emergent models heuristics to support instructional design. This discussion will be supported by…
Descriptors: Phenomenology, Instructional Design, Heuristics, Algebra
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Bussi, Maria G. Bartolini – For the Learning of Mathematics, 2018
In this paper, I wish to reply to the questions posed by Gascón & Nicolás (2017) about the (possibly) prescriptive nature of the research results in didactics of mathematics: To what extent, how, under which conditions can (or must), didactics set value judgments and normative prescriptions in order to provide criteria about how to organize…
Descriptors: Mathematics, Mathematics Instruction, Research
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Maffia, Andrea; Mariotti, Maria Alessandra – For the Learning of Mathematics, 2018
Multiplication can be presented to students through different models, each one with its pros and cons. In this contribution we focus on the repeated sum and the array model to investigate the relations between the two models and those between them and multiplication properties. Formal counterparts are presented. Taking both a mathematical and…
Descriptors: Models, Numbers, Multiplication, Correlation
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Lai, Yvonne; Jacobson, Erik – For the Learning of Mathematics, 2018
This paper focuses on the design of tasks that situate teachers in the work of mathematics teaching. We examine a simple, yet fundamental feature of pedagogical content knowledge tasks: the extent to which pedagogical warrants are necessitated by the pedagogical context. We argue that this feature has implications for the design of tasks, as well…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Instructional Design, Mathematics Teachers
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