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Farrugia, Marie Therese – For the Learning of Mathematics, 2017

In this article, I describe a research/teaching experience I undertook with a class of 5-year-old children in Malta. The topic was subtraction on the number line. I interpret the teaching/learning process through a semiotic perspective. In particular, I highlight the role played by the gesture of forming "frog jumps" on the number line.…

Descriptors: Mathematics Instruction, Subtraction, Foreign Countries, Young Children

Yoon, Caroline – For the Learning of Mathematics, 2017

Popular culture casts mathematics and writing as opposites--a false dichotomy, which can be harmful for our discipline of mathematics education. Positioning writing outside the domain of the mathematician's abilities and cultivated skill set can create doubt in the mathematician wishing to write--not that one cannot be both writer and…

Descriptors: Writing Strategies, Writing Skills, Mathematics, Professional Personnel

Kofi-Davis, Ernest – For the Learning of Mathematics, 2017

Mathematics is often positioned as being difficult for Ghanaian teachers to teach and pupils to learn. Although literature point to the educational and scientific relevance of many of the socio-cultural practices in the Ghanaian society, many mathematical concepts are taught out of context in schools. In this paper I will draw on Bishop's (1988)…

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

Cooper, Jason; Pinto, Alon – For the Learning of Mathematics, 2017

"The root of 18 is closer to 4 than it is to 5 because 18 is closer to 16 than it is to 25". Is this statement, voiced in an 8th grade class, valid? We suggest hypothetical arguments upon which this statement might be based, and analyze them from two complementary perspectives--epistemic and pedagogical--drawing on Toulmin's notion of…

Descriptors: Grade 8, Secondary School Mathematics, Inquiry, Mathematical Logic

Geiger, Vince; Margolinas, Claire; Sträßer, Rudolph – For the Learning of Mathematics, 2017

This is a response to the collection of communications in 37(1), two of which cited Vince and Rudolf's article in 35(3). Vince and Rudolf have have been joined here by Claire Margolinas in order to provide a complementary (French) perspective to their Australian and German outlooks on this topic. The comments of the three of us can be grouped into…

Descriptors: Mathematics Education, Educational Research, Multilingualism

Ahl, Linda; Koljonen, Tuula; Helenius, Ola – For the Learning of Mathematics, 2017

By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers' voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the teacher, and that of the Philosopher, who speaks…

Descriptors: Teaching Guides, Curriculum Development, Teaching Methods, Mathematical Linguistics

di Martino, Pietro; Baccaglini-Frank, Anna – For the Learning of Mathematics, 2017

In this article, we discuss the potential of a critical approach to standardized tests and their results. In particular, we explore and discuss this potential not only for the assessment of students' mathematical competence, but also for teachers' professional development. We identify and describe two kinds of potential: the Informational…

Descriptors: Standardized Tests, Mathematics Tests, Faculty Development, Evaluation Utilization

Mamolo, Ami – For the Learning of Mathematics, 2017

This story is a playful retelling of ideas related to infinity. Presented as a historical fiction, the story reflects the thinking of research participants who addressed the ping pong ball conundrum, and where indicated, the individuals who contributed to modern formal understandings of infinity. This story offers a way of engaging with questions,…

Descriptors: Mathematics Instruction, Mathematical Concepts, Context Effect, Concept Formation

Gascón, Josep; Nicolás, Pedro – For the Learning of Mathematics, 2017

Value judgments, prescriptions and proscriptions concerning instructional proposals seem to be very frequent in works in Didactics (papers, communications,…). In this paper we tackle the question of whether claims of this kind are legitimate. In few words, we wonder whether didactics can say how to teach. For that, we analyse and compare the…

Descriptors: Value Judgment, Scientific Principles, Mathematical Concepts, Mathematics Instruction

Heyd-Metzuyanim, Einhat – For the Learning of Mathematics, 2017

This theoretical paper suggests identity as a nexus of research on affect and discourse in mathematical learning. It broadens Sfard and Prusak's (2005) discursive definition of identity by building on an analytical framework that examines positioning of students at three levels: the objects described, the interactions achieved, and the alignment…

Descriptors: Mathematics Instruction, Identification (Psychology), Grade 7, Problem Solving

Ahl, Linda; Aguilar, Mario Sánchez; Jankvist, Uffe Thomas – For the Learning of Mathematics, 2017

While distance education (DE) is often considered as a means to provide mathematical education to students in remote locations or to promote the professional development of mathematics teachers, this article reports a case showing that DE may also be useful in providing mathematical instruction to individuals who are marginalized or disadvantaged…

Descriptors: Distance Education, Mathematics Education, Educational Technology, Technology Uses in Education

Chorney, Sean – For the Learning of Mathematics, 2017

This paper approaches the concept of the circle through the framework of mathematics-as-becoming. This paper focuses specifically on how a concept can be thought of as a process, and on the implications that this might have for mathematics learning. Contrary to long-standing assumptions about mathematical concepts as ideal, inert, Platonic forms,…

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

Wasserman, Nicholas; Weber, Keith – For the Learning of Mathematics, 2017

In this article, we consider the potential influences of the study of proofs in advanced mathematics on secondary mathematics teaching. Thus far, the literature has highlighted the benefits of applying the conclusions of particular proofs to secondary content and of developing a more general sense of disciplinary practices in mathematics in…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Mathematical Concepts, Teaching Methods

Whitacre, Ian; Bouhjar, Khalid; Bishop, Jessica Pierson; Philipp, Randolph; Schappelle, Bonnie P. – For the Learning of Mathematics, 2016

Rather than describing the challenges of integer learning in terms of a transition from positive to negative numbers, we have arrived at a different perspective: We view students as inhabiting distinct mathematical worlds consisting of particular types of numbers (as construed by the students). These worlds distinguish and illuminate students'…

Descriptors: Mathematics Instruction, Numbers, Number Concepts, Mathematical Logic

Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye – For the Learning of Mathematics, 2016

Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes