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Ulusoy, Fadime; Incikabi, Lütfi – International Journal for Mathematics Teaching and Learning, 2020

This study investigates how a sample of middle school mathematics teachers interpret and use compulsory textbooks in the Turkish classroom context based on their: (i) purposes of using textbooks; (ii) frequency and duration of using textbooks; (iii) approaches to using textbooks; and (iv) preferences concerning an ideal mathematics textbook. The…

Descriptors: Foreign Countries, Middle School Teachers, Mathematics Teachers, Textbooks

Poling, Lisa Lanette – International Journal for Mathematics Teaching and Learning, 2020

Based on the novel framework of Academic Agency, this study explored how a teacher's sense of efficacy, commitment, and knowledge influenced their overall sense of responsibility in instructing all children in the science of mathematics. This study employed a two-phase data collection process in which surveys, classroom interviews, and…

Descriptors: Teacher Responsibility, Teacher Attitudes, Middle School Teachers, Mathematics Instruction

Tekin-Sitrava, Reyhan – International Journal for Mathematics Teaching and Learning, 2020

Although students' nonstandard strategies have great importance in understanding students' thinking and creating effective mathematics classrooms, much remains unexplored in the literature. This study investigated 22 middle school teachers' reasoning about a student's nonstandard strategy for the division of fractions. The data were collected…

Descriptors: Middle School Mathematics, Mathematics Teachers, Teacher Attitudes, Division

Weingberg, Paul Jason – International Journal for Mathematics Teaching and Learning, 2019

This study examines in-service teacher development around a pedagogical practice central to teaching and learning in mathematics education, "leading a classroom discussion." This practice is used as an artifact to support the development of a teacher's professional community. This work views making teaching practices public as central to…

Descriptors: Mathematics Instruction, Communities of Practice, Classroom Communication, Faculty Development

Uygun, Tugba – International Journal for Mathematics Teaching and Learning, 2019

The purpose of the current article is to test and revise the hypothetical learning trajectory designed for teaching quadrilaterals by reporting the classroom mathematical practices emerged in a social learning environment developing preservice middle school mathematics teachers' understanding of quadrilaterals. Ten preservice teachers participated…

Descriptors: Mathematics Instruction, Classroom Techniques, Preservice Teachers, Middle School Mathematics

Özçakir, Bilal; Çakiroglu, Erdinç – International Journal for Mathematics Teaching and Learning, 2019

The purpose of the study was to investigate the effects of mathematics instruction supported by dynamic geometry activities on seventh grade students' achievements in the area of quadrilaterals, based on their van Hiele geometric thinking levels. The study followed a nonrandomized control group pretest and posttest research design. Participants of…

Descriptors: Instructional Effectiveness, Geometry, Mathematics Activities, Grade 7

Moss, Diana L.; Lamberg, Teruni – International Journal for Mathematics Teaching and Learning, 2019

This article describes a learning trajectory on expressions and equations based on the sixth-grade Common Core State Standards for Mathematics (NGA/CCSSO, 2010). A classroom teaching experiment using design research (Lamberg & Middleton, 2009) was conducted. The data was analysed using Corbin and Strauss' (2014) Constant Comparative method and…

Descriptors: Algebra, Equations (Mathematics), Mathematical Formulas, Grade 6

Özgen, Kemal; Aydin, Mehmet; Geçic, Mehmet Ertürk; Bayram, Baran – International Journal for Mathematics Teaching and Learning, 2019

The purpose of this study was to investigate eighth grade students' skills in different problem-posing situations. Problem-posing situations include free, semi-structured and structured problem-posing situations. The study was conducted using case study methodology, which is within the scope of descriptive research. The study was conducted with…

Descriptors: Grade 8, Problem Solving, Problem Sets, Foreign Countries

Krajcevski, Milé; Sears, Ruthmae – International Journal for Mathematics Teaching and Learning, 2019

In this paper, we demonstrate how atypical visual representations of a triangle, square or a parallelogram may hinder students' understanding of a median and altitude. We analyze responses and reasoning given by 16 preservice middle school teachers in a Geometry Connection class. Particularly, the data were garnered from three specific questions…

Descriptors: Preservice Teachers, Mathematics Education, Visualization, Misconceptions

Toluk-Ucar, Zulbiye; Bozkus, Figen – International Journal for Mathematics Teaching and Learning, 2018

The purpose of this study was to investigate how prospective elementary school mathematics teachers and elementary school students' ability to distinguish proportional situations from nonproportional situations differ or are alike. Participants of the study were 319 prospective primary and middle school teachers and 320 elementary school students…

Descriptors: Elementary School Students, Preservice Teachers, Mathematics Instruction, Elementary Education

Cullen, Amanda L.; Tobias, Jennifer M.; Safak, Elif; Kirwan, J. Vince; Wessman-Enzinger, Nicole M.; Wickstrom, Megan H.; Baek, Jae M. – International Journal for Mathematics Teaching and Learning, 2017

Previous research on preservice teachers' understanding of fractions and algebra has focused on one or the other. To extend this research, we examined 85 undergraduate elementary education majors and middle school mathematics education majors' solutions and solution paths (i.e., the ways or methods in which preservice teachers solve word problems)…

Descriptors: Preservice Teachers, Student Teacher Attitudes, Undergraduate Students, Elementary School Teachers

Mellone, Maria; Tortora, Roberto – International Journal for Mathematics Teaching and Learning, 2017

We present a design study developed in an Italian school. Taking inspiration from the work of the Russian psychologist V. V. Davydov, we have reformulated some activities of his curriculum for the first grade, in order to adapt them to a didactic project for a fifth grade class. In the paper we firstly expose our theoretical assumptions and the…

Descriptors: Grade 5, Algebra, Foreign Countries, Mathematics Activities

Acar Güvendir, Meltem – International Journal for Mathematics Teaching and Learning, 2016

This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

Descriptors: Mathematics Achievement, Student Motivation, Locus of Control, Grade 8

Switzer, J. Matt – International Journal for Mathematics Teaching and Learning, 2016

Research findings have established that students often struggle with mathematical symbols including common misconceptions for literal symbolic representations of variables but provide little evidence of when or how these misconceptions arise. This article reports findings from a study of grade 4-6 students' conception(s) for various…

Descriptors: Elementary School Mathematics, Grade 4, Grade 5, Grade 6

Çelik, Derya – International Journal for Mathematics Teaching and Learning, 2015

Linear algebra is one of the most challenging topics to learn and teach in many countries. To facilitate the teaching and learning of linear algebra, priority should be given to epistemologically analyze the concepts that the undergraduate students have difficulty in conceptualizing and to define their ways of reasoning in linear algebra. After…

Descriptors: Algebra, Mathematics Instruction, Mathematical Concepts, Concept Formation