Publication Date

In 2020 | 3 |

Since 2019 | 8 |

Since 2016 (last 5 years) | 31 |

Since 2011 (last 10 years) | 65 |

Since 2001 (last 20 years) | 83 |

Descriptor

Source

For the Learning of… | 88 |

Author

Baker, Dave | 2 |

Barwell, Richard | 2 |

Davis, Brent | 2 |

Jankvist, Uffe Thomas | 2 |

Komatsu, Kotaro | 2 |

Leron, Uri | 2 |

Moore, Kevin C. | 2 |

Pais, Alexandre | 2 |

Skovsmose, Ole | 2 |

Street, Brian | 2 |

Wasserman, Nicholas | 2 |

More ▼ |

Publication Type

Journal Articles | 88 |

Reports - Evaluative | 88 |

Opinion Papers | 10 |

Information Analyses | 2 |

Speeches/Meeting Papers | 1 |

Education Level

Audience

Teachers | 3 |

Researchers | 1 |

Location

Canada | 2 |

France | 2 |

Sweden | 2 |

United Kingdom (England) | 2 |

United States | 2 |

Brazil | 1 |

Indonesia | 1 |

North America | 1 |

Russia | 1 |

South Africa | 1 |

Laws, Policies, & Programs

Assessments and Surveys

Trends in International… | 1 |

What Works Clearinghouse Rating

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

Pinto, Alon; Karsenty, Ronnie – For the Learning of Mathematics, 2020

While proof is often presented to mathematics undergraduates as a well-defined mathematical object, the proofs students encounter in different pedagogical contexts may bear salient differences. In this paper we draw on the work of Dawkins and Weber (2017) to explore variations in norms and values underlying a proof across different pedagogical…

Descriptors: Validity, Mathematical Logic, Undergraduate Study, College Mathematics

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

Ryan, Ulrika – For the Learning of Mathematics, 2019

In this article, I examine how a focus on preciseness in the mathematics classroom could affect group activity. The preciseness relates to the ways mathematical concepts, in this case angles are described in discourse between students. In this context, I consider how 'micro-invalidations', can limit students' opportunities to learn in a social and…

Descriptors: Mathematics Instruction, Epistemology, Mathematical Concepts, Foreign Countries

Thouless, Helen; Gifford, Sue – For the Learning of Mathematics, 2019

In this article we compare two frameworks for analysing young children's responses to the task of copying and extending a 6-dot triangle pattern. We used Mulligan & Mitchelmore's Awareness of Mathematical Pattern and Structure (AMPS) and then Biggs & Collis' SOLO taxonomy, both of which provide criteria for assigning levels. In comparison…

Descriptors: Preschool Children, Pattern Recognition, Geometric Concepts, Disadvantaged Youth

Norton, Anderson – For the Learning of Mathematics, 2019

Felix Klein's Erlangen program classifies geometries based on the kinds of geometric transformations that preserve key properties of their figures, rather than focusing on the geometric figures themselves. This shift in perspective, from figurative to operative, fits Piaget's characterization of mathematical development. This paper considers how…

Descriptors: Mathematics Education, Mathematics Instruction, Instructional Effectiveness, Geometry

Heyd-Metzuyanim, Einat – For the Learning of Mathematics, 2019

In this theoretical paper, I examine the similarities and incommensurabilties between studies using the term "beliefs", and discursive frameworks studying "identity". I start by reviewing critiques against beliefs research voiced from discourse and socio-culturally oriented researchers in the field of mathematics education. I…

Descriptors: Self Concept, Mathematics Education, Beliefs, Sociocultural Patterns

Wasserman, Nicholas – For the Learning of Mathematics, 2019

In combinatorics, combinatorial notation, e.g., C(n, r), is explicitly defined as a numerical value, a cardinality. Yet, we do not use another symbol to signify the set of outcomes--the collection of objects being referenced, whose cardinality is, for example, C(n, r). For an expert, this duality in notation, of signifying both cardinality and…

Descriptors: Mathematics Education, Mathematical Concepts, Symbols (Mathematics), Equations (Mathematics)

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

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

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

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

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)

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

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