NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
Trends in International…2
What Works Clearinghouse Rating
Showing 1 to 15 of 547 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Skovsmose, Ole – For the Learning of Mathematics, 2018
The notion of social justice has been addressed from the perspective of 'ethical realism' and 'ethical anarchistic'. Here, however, the possibility of 'ethical constructivism' becomes formulated. With departure in Rawls' description of an idealised meeting defining social justice, the initial steps into ethical constructivism become taken.…
Descriptors: Social Justice, Ethics, Mathematics Education, Constructivism (Learning)
Peer reviewed Peer reviewed
Direct linkDirect link
Komatsu, Kotaro; Fujita, Taro; Jones, Keith; Naoki, Sue – For the Learning of Mathematics, 2018
Kitcher's idea of 'explanatory unification', while originally proposed in the philosophy of science, may also be relevant to mathematics education, as a way of enhancing student thinking and achieving classroom activity that is closer to authentic mathematical practice. There is, however, no mathematics education research treating explanatory…
Descriptors: Mathematics Education, Grade 8, Mathematical Concepts, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Stott, Debbie – For the Learning of Mathematics, 2018
In this article I provide a preliminary review of Radford's ideas about the poetic role of theory and his work on moments of poesis in terms of its appeal and usefulness in research contexts. In light of the mathematics education community's call for more attention to be given to the aesthetic elements of learning mathematics, I conclude that…
Descriptors: Poetry, Mathematics Instruction, Aesthetics, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Shinno, Yusuke; Miyakawa, Takeshi; Iwasaki, Hideki; Kunimune, Susumu; Mizoguchi, Tatsuya; Ishii, Terumasa; Abe, Yoshitaka – For the Learning of Mathematics, 2018
The aims of the present study are two-fold. The first aim is to reveal the cultural and linguistic issues that need to be considered in the development of curricular content and sequencing for teaching mathematical proof in secondary schools in Japan. The second aim is to elaborate an epistemological perspective that may allow us to understand…
Descriptors: Mathematics Instruction, Foreign Countries, Cultural Influences, Language Usage
Peer reviewed Peer reviewed
Direct linkDirect link
Radakovic, Nenad; Jagger, Susan; Jao, Limin – For the Learning of Mathematics, 2018
In this article, we explore the reading and writing of mathematical poetry from our experiences as mathematics teacher educators. First, we outline how our own engagement with mathematical poetry encouraged us to incorporate it into our teaching of pre-service teachers. We describe how our initial disappointment with the mathematical content of…
Descriptors: Mathematics Instruction, Poetry, Content Area Reading, Content Area Writing
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  37