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Segal, Ruti; Stupel, Moshe – International Electronic Journal of Mathematics Education, 2023

The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting…

Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Instruction, Mathematics Skills

Osakwe, Ifeoma Julie; Egara, Felix Oromena; Inweregbuh, Onyemauche Christopher; Nzeadibe, Augustina Chinyere; Emefo, Chinyere N. – International Electronic Journal of Mathematics Education, 2023

The effect of interaction patterns on JS3 learners' retention in geometric construction was investigated in Anambra State,Nigeria. The researchers used a quasi-experimental approach with a non-equivalent control group for the pre- and post-test. The population consisted of 1,813 JS3 leaners. The study's subjects were a group of 155 JS3 learners…

Descriptors: Retention (Psychology), Geometric Concepts, Foreign Countries, Teaching Methods

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

Bednorz, David; Kleine, Michael – International Electronic Journal of Mathematics Education, 2023

The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the…

Descriptors: Word Problems (Mathematics), Classification, Mathematics Instruction, Difficulty Level

Khasawneh, Elaina; Hodge-Zickerman, Angie; York, Cindy S.; Smith, Thomas J.; Mayall, Hayley – International Electronic Journal of Mathematics Education, 2023

The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the…

Descriptors: Mathematics Instruction, College Mathematics, Algebra, Teaching Methods

Akyuz, Didem – International Electronic Journal of Mathematics Education, 2023

Teaching with technology is a required skill for today's teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers' knowledge is assessed under various individual and blended knowledge domains. The effect of contextual…

Descriptors: Preservice Teachers, Educational Technology, Planning, Reflection

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

Demiray, Esra; Isiksal-Bostan, Mine; Saygi, Elif – International Electronic Journal of Mathematics Education, 2023

This study aims to examine how being involved in an argumentation process relates to the formal proof process in geometry. Prospective mathematics teachers were involved in an argumentation process while producing conjectures before engaging in formal proof of the recently produced conjectures. To collect data, four geometry-proof tasks that…

Descriptors: Persuasive Discourse, Validity, Mathematical Logic, Geometry

Watanabe, Nobuki – International Electronic Journal of Mathematics Education, 2023

The role of executive function training in supporting child development has been increasingly studied. Executive function is largely related to the prefrontal cortex. The anterior portion of the prefrontal cortex, which is area 10 on the Brodmann map, is essential for the emergence of higher-order executive functions. Accumulating evidence…

Descriptors: Mathematics Instruction, Teaching Methods, Alphabets, Numbers

Yilmaz, Nadide; Yetkin Ozdemir, Iffet Elif – International Electronic Journal of Mathematics Education, 2023

It is important to note that the development of pre-service teachers' noticing abilities does not happen spontaneously; hence, assistance programs are crucial. This qualitative study aimed to examine pre-service teachers' noticing of student thinking within the context of lesson study. Three pre-service teachers conducted three lesson study…

Descriptors: Preservice Teachers, Mathematics Teachers, Statistics, Thinking Skills

Nava Guzmán, Cristian; García González, María Del Socorro; Aguilar, Mario Sánchez – International Electronic Journal of Mathematics Education, 2023

This research explores the link between achievement emotions and covariational reasoning, a type of mathematical reasoning involving two variables. The study employs a case study approach, focusing on a high school calculus student named Valeria, and develops a theoretical framework based on the control-value theory and levels of covariational…

Descriptors: Psychological Patterns, Mathematical Logic, Thinking Skills, High School Students

Hartman, JudithAnn R.; Hart, Sarah; Nelson, Eric Alan; Kirschner, Paul A. – International Electronic Journal of Mathematics Education, 2023

To learn mathematics, historically students had no choice but to memorize fundamental facts and apply memorized algorithms. Since 1995 in the US, all states have adopted standards to govern K-12 mathematics instruction, and in most, standards have de-emphasized memorization and emphasized reasoning based on concepts. This change assumed the brain…

Descriptors: Mathematics Instruction, Teaching Methods, Standards, Kindergarten

Wienecke, Lisa-Marie; Leiss, Dominik; Ehmke, Timo – International Electronic Journal of Mathematics Education, 2023

This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The…

Descriptors: Notetaking, Problem Solving, Mathematics Education, Authentic Learning

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

Lindsay Vance; Joanne Caniglia; Michelle Meadows – International Electronic Journal of Mathematics Education, 2023

Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching…

Descriptors: Preservice Teachers, Special Education Teachers, Mathematics Instruction, Feedback (Response)