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Simic-Muller, Ksenija; Fernandes, Anthony – International Journal for Mathematics Teaching and Learning, 2020

This study examines the beliefs of 33 preservice teachers (PSTs) from the U.S. have about using different types of real-world contexts in the mathematics classroom. Qualitative data about the participants' reactions to specially designed word problems that varied in contexts from "neutral" to controversial were collected. A thematic…

Descriptors: Preservice Teachers, Beliefs, Student Attitudes, Teaching Methods

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

Gulkilik, Hilal; Kaplan, Hatice Aydan; Emul, Nida – International Journal for Mathematics Teaching and Learning, 2019

The purpose of this qualitative study was to analyze the relationship between argumentation and proof in terms of verbal, visual, and algebraic representations of mathematical concepts. We conducted task-based interviews based on geometric locus problems with six undergraduate mathematics teachers while they were working in pairs. We identified…

Descriptors: Persuasive Discourse, Mathematical Logic, Algebra, Public Colleges

Bossé, Michael J.; Bayaga, Anass; Fountain, Catherine; Young, Erica Slate – International Journal for Mathematics Teaching and Learning, 2019

This study investigates representational code-switching (RCS) by considering three high school students' communications in the process of comparing and contrasting pairs of representations (e.g., equation and graph) in the context of rational functions. Supporting this study is research in the realms of students interacting with mathematical…

Descriptors: Code Switching (Language), Mathematics Instruction, Mathematical Concepts, Concept Formation

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

Haara, Frode Olav – International Journal for Mathematics Teaching and Learning, 2018

Emphasis on the development of the inner qualities thought to make up pedagogical entrepreneurship and use of such entrepreneurship as a strategy in mathematics teaching and learning could be expected to strengthen students' development of mathematical literacy. This is because problem solving, local cultures and resources, authenticity and action…

Descriptors: Mathematics Instruction, Teaching Methods, Entrepreneurship, Problem Solving

Hurst, Chris; Huntley, Ray – International Journal for Mathematics Teaching and Learning, 2018

Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is…

Descriptors: Mathematics, Multiplication, Mathematical Logic, Mathematics Instruction

Tularam, Gurudeo A.; Machisella, Patrick – International Journal for Mathematics Teaching and Learning, 2018

Traditional teaching approaches are generally teacher-directed, where students are taught in a manner that is conducive to sitting and listening. It is often argued that these approaches may not provide students with valuable learning skills, and rather that non-traditional approaches to teaching and learning might better endow students with such…

Descriptors: Conventional Instruction, Nontraditional Education, Learning Strategies, Foreign Countries

Kabar, Makbule Gözde Didis – International Journal for Mathematics Teaching and Learning, 2018

In recent years, researchers have become more interested in quadratic equations. This study explores the conceptions high school students have concerning quadratic equations with one unknown, while using concept definition and images as theoretical framework. The data was gathered through semi-structured interviews with 14 eleventh grade high…

Descriptors: Secondary School Students, Student Attitudes, Equations (Mathematics), Grade 11

Jobrack, Matthew; Bossé, Michael J.; Chandler, Kayla; Adu-Gyamfi, Kwaku – International Journal for Mathematics Teaching and Learning, 2018

Student problem solving in the context of a dynamic mathematics environment (DME) has previously been investigated primarily through the lens of whether or not the student could complete a problem-solving task. Herein, we investigate what trajectories students employ in the realms of mathematics, technology, and problem solving as they attempt to…

Descriptors: Problem Solving, Mathematics Education, Geometry, Visual Aids

Kiliç, Çigdem – International Journal for Mathematics Teaching and Learning, 2017

In that current study, pattern conversion ability of 25 pre-service mathematics teachers (producing figural patterns following number patterns) was investigated. During the study participants were asked to generate figural patterns based on those number patterns. The results of the study indicate that many participants could generate different…

Descriptors: Preservice Teachers, Mathematics Instruction, Mathematics Teachers, Algebra

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

Accurso, Kathryn; Gebhard, Meg; Purington, Stephanie B. – International Journal for Mathematics Teaching and Learning, 2017

This article analyses the experiences of 55 secondary pre-service teachers (PSTs) in a mandated professional development course that used Halliday's systemic functional linguistics (SFL) and related pedagogical practices to support PSTs' development of disciplinary linguistic knowledge for working with linguistically diverse students in the United…

Descriptors: Writing Across the Curriculum, Mathematics Instruction, Preservice Teachers, Preservice Teacher Education

Bobos, Georgeana; Sierpinska, Anna – International Journal for Mathematics Teaching and Learning, 2017

In this paper, we present a design experiment in a "Teaching Mathematics" course for prospective elementary teachers where we sought to develop a "measurement approach" to fractions. We focus on the conceptualization of the mathematical content of the approach. We attribute our progress in the conceptualization to our efforts…

Descriptors: Fractions, Elementary School Teachers, Mathematics Instruction, Preservice Teachers