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Dalal H. Alfageh; Cindy S. York; Angie Hodge-Zickerman; Ying Xie – International Electronic Journal of Mathematics Education, 2024

This case study examined teachers' perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings…

Descriptors: Elementary School Teachers, Teaching Methods, Mathematics Instruction, Case Studies

Adriana Richit; Neila Tonin Agranionih; Tania Teresinha Bruns Zimer; Ranúzy Borges Neves – International Electronic Journal of Mathematics Education, 2024

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The…

Descriptors: College Faculty, Faculty Development, Content Analysis, Teacher Collaboration

Joumana Tawil; Brandon Dickson; Donna Kotsopoulos – International Electronic Journal of Mathematics Education, 2024

This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online…

Descriptors: Teacher Attitudes, Administrator Attitudes, Elementary Schools, Mathematics Teachers

Skultety, Lisa; Saclarides, Evthokia Stephanie; Bajwa, Neet Priya; Brown, Karie; Poetzel, Adam; Gerardo, Juan Manuel – International Electronic Journal of Mathematics Education, 2023

We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such…

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

Tekin Dede, Ayse; Bukova Guzel, Esra – International Electronic Journal of Mathematics Education, 2023

The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study…

Descriptors: Case Studies, Middle School Teachers, Mathematics Teachers, Mathematics Instruction

Cotic, Mara; Doz, Daniel; Valencic Zuljan, Milena; Žakelj, Amalija; Felda, Darjo – International Electronic Journal of Mathematics Education, 2023

In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners'…

Descriptors: Teacher Attitudes, Mathematics Instruction, Grouping (Instructional Purposes), Heterogeneous Grouping

Lynch-Arroyo, Ruby L.; Tchoshanov, Mourat; Medina-Jerez, William – International Electronic Journal of Mathematics Education, 2023

Teacher productive disposition is considered as one of the key strands of mathematical proficiency. Teacher disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers' productive disposition does not always translate into productive positioning in the mathematics classroom, and vice versa.…

Descriptors: Middle School Teachers, Mathematics Teachers, Teacher Characteristics, Mathematics Education

Sima Aghakhani; Rachael A. Lewitzky; Asia Majeed – International Electronic Journal of Mathematics Education, 2023

This qualitative case study of four middle school and secondary school mathematics teachers examines how teachers' reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the 10 dimensions of mathematics education. The findings suggest that teachers' reflection practice,…

Descriptors: Reflective Teaching, Teaching Methods, Secondary School Teachers, Mathematics Teachers

Jair J. Aguilar; Seokmin Kang – International Electronic Journal of Mathematics Education, 2023

In-service teachers must be provided with high-quality professional development (PD) opportunities that not only effectively improves and develops their skills, but also engage, and motivate them to continue growing. In this project, we studied in-service teachers' perceptions, opinions, and mindset toward the use of mixed-reality simulations…

Descriptors: Mathematics Teachers, Inservice Teacher Education, Faculty Development, Computer Simulation

Büscher, Carina; Andresen, Mette Susanne – International Electronic Journal of Mathematics Education, 2023

Many studies on professionalization research deal with the question of how teachers actually learn or how teacher change occurs. In this context, Clarke and Hollingsworth (2002) describe a model for capturing teacher change in different domains (external, personal, domain of practice and domain of consequence) and how changes in one domain can…

Descriptors: Professionalism, Faculty Development, Cross Cultural Studies, Foreign Countries

Ruef, Jennifer L.; Willingham, C. James; Ahearn, Madeline R. – International Electronic Journal of Mathematics Education, 2022

Background: This article describes teachers' equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing…

Descriptors: Teacher Attitudes, Equal Education, Mathematics Instruction, COVID-19

Castro-Filho, Jose Aires de; Santana, Eurivalda Ribeiro dos Santos; Couto, Maria Elizabete Souza; Castro, Juscileide Braga de; Maia, Dennys Leite – International Electronic Journal of Mathematics Education, 2022

This research sought to understand the perspectives of 28 elementary school mathematics teachers, on equity, social justice, cultural, socioeconomic, and racial issues and their relationship with the teaching and learning of mathematics (statistical concepts) in an online collaborative mathematics course focused on teaching statistics in an equity…

Descriptors: Public School Teachers, Faculty Development, Communities of Practice, Teacher Attitudes

Kozakli Ulger, Tugce; Bozkurt, Isil; Altun, Murat – International Electronic Journal of Mathematics Education, 2022

Posing mathematical literacy problems is one of the challenging issues in literacy studies. The present study focused on how to develop the ability to pose mathematical literacy problems. Within the context of the training given to middle school mathematics teachers on how to pose mathematical literacy problems, literacy problems were introduced.…

Descriptors: Mathematics Teachers, Numeracy, Questioning Techniques, Middle School Teachers

Gumiero, Bárbara Silva; Pazuch, Vinícius – International Electronic Journal of Mathematics Education, 2021

Mathematics classes have contingency situations in the relationship established between teacher and students. The objective of the article is "to understand the dimensions of the teacher's knowledge that are constituted in the development/execution of tasks on geometric concepts in interaction with students." For this, a collaborative…

Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Teacher Student Relationship

Ince-Muslu, Burcin; Erduran, Ayten – International Electronic Journal of Mathematics Education, 2021

The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school…

Descriptors: Technology Integration, Grounded Theory, Mathematics Instruction, Secondary School Teachers