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Sánchez Aguilar, Mario; Castaneda, Apolo – International Journal of Science and Mathematics Education, 2020

We report on a study focused on identifying how the notion of "the mathematician" is constructed in lower secondary Mexican mathematics textbooks. To conduct the study, we adopted a Foucauldian approach that allows us to identify the way in which the notion of the mathematician is constructed but also to delineate the possible effects…

Descriptors: Foreign Countries, Mathematics Instruction, Textbooks, Textbook Content

Takeuchi, Haruka; Shinno, Yusuke – International Journal of Science and Mathematics Education, 2020

This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical…

Descriptors: Foreign Countries, Comparative Education, Secondary School Mathematics, Secondary School Students

Laine, Anu; Ahtee, Maija; Näveri, Liisa – International Journal of Science and Mathematics Education, 2020

The aim of this article was to determine the factors in teachers' actions that could explain differences in the emotional atmosphere of primary school classrooms. Based on pupils' drawings about their mathematics lessons, we analyzed both the pupils' and their teachers' actions, including pupils requesting help, sitting alone, and talking about…

Descriptors: Elementary School Mathematics, Elementary School Teachers, Elementary School Students, Teacher Influence

Ke, Fengfeng; M. Clark, Kathleen – International Journal of Science and Mathematics Education, 2020

This mixed-method study aims to explore the feasibility of using the game-based, multimodal representation of mathematical problems to support middle school students' practice and performance of math problem representation and solving. A three-dimensional architectural simulation game, called E-Rebuild, was developed to engage students in…

Descriptors: Middle School Students, Mathematics Education, Educational Games, Problem Solving

Lane, Ciara; Ní Ríordáin, Máire – International Journal of Science and Mathematics Education, 2020

This paper describes an empirical study examining action research papers submitted by a group (n = 81) of out-of-field mathematics teachers as part of a professional development programme in Ireland. Utilising document analysis, the papers were qualitatively analysed for evidence of teachers' beliefs and practices with respect to the teaching and…

Descriptors: Mathematics Teachers, Teacher Attitudes, Constructivism (Learning), Teaching Methods

Yang, Xinyuan; Kuo, Li-Jen; Jiang, Luchen – International Journal of Science and Mathematics Education, 2020

Literacy instruction in science and math in elementary education lays a critical foundation for later content literacy development and the learning of content subjects in middle and high school. However, limited research has investigated the theoretical basis of instructional practices for science and math literacy instruction at the elementary…

Descriptors: Theory Practice Relationship, Science Instruction, Mathematics Instruction, Elementary School Science

Hong, Jon-Chao; Hwang, Ming-Yueh; Tsai, Chi-Ruei; Tai, Kai-Hsin; Wu, Yu-Feng – International Journal of Science and Mathematics Education, 2020

According to social dilemma theory, students may be characterized as being indifferent to reciprocal behavior and disengaged from interacting with the board gaming process. Given a common goal, students' prosociality can affect the collective efficacy and goal achievement motivation that reflects their flow experience in a cooperative-competitive…

Descriptors: Prosocial Behavior, Goal Orientation, Structural Equation Models, Computer Games

Lim, Woong; Lee, Ji-Eun; Tyson, Kersti; Kim, Hee-Jeong; Kim, Jihye – International Journal of Science and Mathematics Education, 2020

This study explores the relationship between students' perceptions and teachers' discourse practices in mathematics classrooms. It reframes the sequence of Initiate-Response-Follow-up (IRF) with a renewed discourse structure that focuses on teachers' follow-up actions including listening, thoughtful questioning, and effective talk moves.…

Descriptors: Mathematics Instruction, Teaching Methods, Classroom Communication, Questioning Techniques

Wilkie, Karina J. – International Journal of Science and Mathematics Education, 2020

An important goal in school algebra is to help students notice the covariational nature of functional relationships, how the values of variables change in relation to each other. This study explored 102 Year 7 (12 to 13-year-old) students' covariational reasoning with their constructed graphs for figural growing patterns they had generalised. A…

Descriptors: Graphs, Secondary School Students, Generalization, Mathematical Concepts

Lee, Ji-Eun; Lee, Mi Yeon – International Journal of Science and Mathematics Education, 2020

This study is an investigation of elementary preservice teachers' (PSTs') exploration of model breaking points in fractions. Eighty-three PSTs at two universities in the Midwestern and Southwestern regions of the USA were asked to explore the area model of fraction addition through a series of tasks and explain their reasoning in determining its…

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

Delgado-Rebolledo, Rosa; Zakaryan, Diana – International Journal of Science and Mathematics Education, 2020

Currently, studies focusing on mathematics education pay more attention to the study of the lecturer's knowledge, aiming to understand this knowledge, its development, and how it is reflected in the practice of teaching. Following this line of research, the present study is based in the "Mathematics Teacher's Specialized Knowledge…

Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Knowledge Level, Mathematics Instruction

Vale, Colleen; Campbell, Coral; Speldewinde, Christopher; White, Pennie – International Journal of Science and Mathematics Education, 2020

This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is, without qualification. The relationship between secondary teachers' beliefs about their in-field subject--science and their out-of-field subject--mathematics was examined. The theory of…

Descriptors: Beliefs, Teacher Attitudes, Science Teachers, Mathematics Instruction

Ivars, Pedro; Fernández, Ceneida; Llinares, Salvador – International Journal of Science and Mathematics Education, 2020

The objective of this research is to understand how a learning trajectory supports pre-service primary teachers in their noticing of students' mathematical understanding. A total of 95 pre-service primary school teachers used a learning trajectory related to the part-whole meaning of the fraction concept to interpret students' understanding and…

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

Tabach, Michal; Hershkowitz, Rina; Azmon, Shirly; Dreyfus, Tommy – International Journal of Science and Mathematics Education, 2020

We focus on teachers' ways of leading whole class discussions (WCDs) in mathematics, with the goal of uncovering their traces (if any) in their students' responses (a) while participating in the WCDs and (b) in the written responses in a final test. For this purpose, two 8th-grade probability classes learning a 10-lesson unit with different…

Descriptors: Discussion (Teaching Technique), Classroom Communication, Mathematics Instruction, Middle School Mathematics

Martínez-Sierra, Gustavo; García-García, Javier; Valle-Zequeida, María; Dolores-Flores, Crisólogo – International Journal of Science and Mathematics Education, 2020

This qualitative research addresses the gap of studying the relationship between beliefs about assessment in mathematics and mathematics beliefs by identifying the (espoused) beliefs about assessment and their connections with the mathematical beliefs of 18 high school Mexican out-of-field mathematics teachers (i.e. teachers without formal…

Descriptors: Beliefs, Evaluation Methods, Student Evaluation, Mathematics Instruction