Publication Date

In 2020 | 7 |

Since 2019 | 21 |

Since 2016 (last 5 years) | 49 |

Since 2011 (last 10 years) | 91 |

Since 2001 (last 20 years) | 154 |

Descriptor

Source

For the Learning of… | 355 |

Author

Skovsmose, Ole | 6 |

Zazkis, Rina | 6 |

Chazan, Daniel | 5 |

Leron, Uri | 5 |

Pimm, David | 5 |

Tall, David | 5 |

Hoyles, Celia | 4 |

Tahta, Dick | 4 |

Watson, Anne | 4 |

Alro, Helle | 3 |

Arcavi, Abraham | 3 |

More ▼ |

Publication Type

Education Level

Audience

Practitioners | 65 |

Teachers | 47 |

Researchers | 19 |

Policymakers | 1 |

Students | 1 |

Location

South Africa | 5 |

United Kingdom | 5 |

Greece | 4 |

Israel | 4 |

Brazil | 3 |

Canada | 3 |

France | 3 |

United Kingdom (England) | 3 |

Australia | 2 |

Malta | 2 |

Mozambique | 2 |

More ▼ |

Laws, Policies, & Programs

Assessments and Surveys

Trends in International… | 1 |

What Works Clearinghouse Rating

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

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

Staples, Megan; Lesseig, Kristin – For the Learning of Mathematics, 2020

Mathematical argumentation, justification, and proof are practices at the heart of mathematics. Yet mathematics teachers generally operate without clear definitions of these practices making it difficult to communicate expectations, decide what to accept or expect from students at different grade levels, and distinguish these activities from…

Descriptors: Mathematics Instruction, Teacher Attitudes, Learning Activities, Mathematics Teachers

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

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

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

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

Palatnik, Alik; Koichu, Boris – For the Learning of Mathematics, 2019

This study aims to explore a phenomenon of a one-off manifestation of mathematical creativity on the part of a student, against the background of her normative and not especially creative behavior--a flash of creativity. We seek to elaborate on this phenomenon in terms of the 4P (person, press, process and product) model of creativity. Namely,…

Descriptors: Creativity, Mathematics Instruction, Models, Personality Traits

Rosa, Milton; Orey, Daniel Clark – For the Learning of Mathematics, 2019

The application of ethnomathematics and mathematical modelling allow us to see a different reality and give us insight into mathematics accomplished holistically. In this context, a pedagogical action that connects ethnomathematics and the cultural aspects of mathematical modelling with its academic features is referred to as ethnomodelling. This…

Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Models, Cultural Pluralism

Gascón, Josep; Nicolás, Pedro – For the Learning of Mathematics, 2019

In the first part of the dialogue between theories, which gave rise to a paper in this journal, we discussed the role played by normativity in didactics. In this work, with the aim of taking a step forward in this dialogue, we state explicitly some of the postulates of the anthropological theory of the didactic. They shape the object of study, the…

Descriptors: Educational Theories, Educational Anthropology, Educational Research, Mathematics Instruction

McCloskey, Andrea; Tanner, Samuel – For the Learning of Mathematics, 2019

This paper seeks to integrate a scholarship of "ritual" with a scholarship of "improvisation" and relate the intersection thereof with mathematics teaching and learning and with mathematics education research. Drawing on their experiences as classroom teachers, as practicing improvisers, and as current education researchers,…

Descriptors: Mathematics Instruction, Creative Teaching, Mathematics Teachers, Teaching Methods

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

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)

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