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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

Maffia, Andrea; Sabena, Cristina – For the Learning of Mathematics, 2020

Literature has already shown that gestures play a relevant role in classroom interactions between students and teacher. We integrate the perspective of Theory of Semiotic Mediation with the notion of Semiotic Bundle to illustrate how gestures can be used as "pivot signs" in semiotic chains. This means that gestures can be performed by…

Descriptors: Mathematics Teachers, Teaching Methods, Nonverbal Communication, Mathematical Concepts

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

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

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

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

Gjære, Åsmund Lillevik; Blank, Natalia – For the Learning of Mathematics, 2019

L.V. Zankov (1901-1977), a student and colleague of Vygotsky, developed a system of developmental education for elementary education through 20 years of extensive research. Since 2009, a number of Norwegian schools have been using textbooks in mathematics based on Zankov's system. In this article, we present and discuss the experiences of some…

Descriptors: Foreign Countries, Mathematics Instruction, Elementary School Mathematics, Mathematics Teachers

Dimmel, Justin; Milewski, Amanda – For the Learning of Mathematics, 2019

We describe how a group of secondary mathematics teachers posed and solved a real-world problem. The problem was posed by teachers on a sandbar off the coast of an island in the Bahamas, where panoramic views of water meeting sky spurred the teachers to wonder how far away they could see. We analyze how the teachers translated the natural…

Descriptors: Secondary School Teachers, Mathematics Teachers, Problem Solving, Relevance (Education)

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

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

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

Olsher, Shai; Yerushalmy, Michal; Chazan, Daniel – For the Learning of Mathematics, 2016

Technological developments make it feasible to assess students' mathematics work automatically when students are working in rich digital environments and thus offer important affordances for assessment in the service of instruction. In this article, we illustrate how these technological advances might be harnessed to support the work of teachers…

Descriptors: Technological Advancement, Technology Uses in Education, Mathematics, Mathematics Education

Neumayer-Depiper, Jill – For the Learning of Mathematics, 2013

Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

Descriptors: Mathematics Teachers, Professional Identity, Teacher Education, Preservice Teachers

Bartolini Bussi, Maria G.; Martignone, Francesca – For the Learning of Mathematics, 2013

It might be trite to observe that every research study is framed within a cultural background. In this paper we argue that the description of the cultural background is important for discussing, evaluating and exploiting internationally the findings of local educational studies. This issue is fundamental in every study in mathematics education…

Descriptors: Cultural Background, Mathematics Education, Foreign Countries, Teacher Education

D'Ambrosio, Beatriz; Kastberg, Signe – For the Learning of Mathematics, 2012

This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…

Descriptors: Preservice Teachers, Mathematics Teachers, Preservice Teacher Education, Teaching Methods